AGENDA
PROFESSIONAL EDUCATION COUNCIL
3:30 - Wednesday, October 12, 2011
GRH 3073
I.
Consideration of the Minutes from the September 14, 2011 meeting
(Minutes can be found on the CEBS Home Page – click on Dean’s Office and then
Meetings Minutes and Agendas)
II.
New Business
A.
Office of Teacher Services-CEBS
▪ Candidates Completing Requirements for Admission to the Professional Education Unit
September 14, 2011 to October 12, 2011
▪ Student Teacher Candidates for Spring 2012
B.
Potter College of Arts and Letters
Department of Music
1.
2.
Make Multiple Revisions to a Course, MUS 511, Investigations of Music Education
Revise a Program, 593 Bachelor of Music, concentration in Music Education,
Instrumental Sequence
3.
Revise a Program, 593, Bachelor of Music, concentration in Music Education,
Integrated Sequence
4.
Revise a Program, 593, Bachelor of Music, concentration in Music Education,
Vocal Sequence
5.
Revise Course Catalog Listing, MUS 100, Theory I
6.
Revise Course Catalog Listing, MUS 101, Theory II
7.
Revise Course Catalog Listing, MUS 200, Theory III
8.
Revise Course Catalog Listing, MUS 201, Theory IV
9.
Delete a Course, MUS 559, Graduate Recital
10.
Create a New Course, MUS 304, Form and Analysis
Department of English
11.
Revise Course Prerequisites/Corequisites ENG 390, Masterpieces of American
Literature
C.
Ogden College of Science and Engineering
Department of Mathematics and Computer Science
1.
2.
3.
4.
5.
Revise Course Prerequisites/Corequisites--MATH 501, Introduction to
Probability and Statistics I
Revise Course Prerequisites/Corequisites--MATH 503, Introduction to
Analysis
Revise Course Prerequisites/Corequisites--MATH 504, Computer Applications
to Problems in Mathematics
Revise Course Prerequisites/Corequisites--MATH 511, Secondary Mathematics
from an Advanced Perspective I
Revise Course Prerequisites/Corequisites--MATH 512, Secondary Mathematics
from an Advanced Perspective II
D.
College of Education and Behavioral Sciences
Educational Leadership Doctoral (EdD) Program
1.
2.
3.
E.
Create a New Course – EDLD 702, Educational Leadership Doctoral Program
Orientation
Create a New Course – EDLD 797, Dissertation Seminar
Revise a Program – 0010, Doctor of Education (EdD) Educational Leadership
College of Education and Behavioral Sciences
School of Teacher Education
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
III.
Create a New Course – EDU 570, Educational Assessment for P-12 Learners
Create a New Course - SEC 573, Methods of Teaching Business & Marketing
Education
Create a New Course – EDU 589, Advanced Internship for the MAT
Revise a Program #103, Alternate Route to Teacher Certification/Master of Arts in
Education: Secondary Education
Revise a Program #139, Alternate Route to Teacher Certification/Master of Arts in
Education: Middle Grades Education
Revise a Program #0433 MAE: Elementary Education for Teacher Leaders
Revise a Program #0434, MAE in Education: Middle Grades Education for Teacher
Leaders
Revise a Program #0435, MAE in Education: Secondary Education for Teacher
Leaders
Revise a Program #0430, Non-degree Planned Fifth year/Rank II in Elementary
Education for Teacher Leaders
Revise a Program 0431, MGE Teacher Leader-Rank II
Revise a Program #0432, SEC Teacher Leader Rank II
Other Business
For Information Only
▪Create a Temporary Course – EDLD 702, Educational Leadership Doctoral Program
Orientation
▪Create a Temporary Course – EDLD 722, Measurement and Survey Methods for
Educational Leaders
▪Clarification of Certification Codes for Teacher Education Undergraduate Programs
▪Clarification of Certification Codes for Teacher Education Graduate Programs
CANDIDATES COMPLETING REQUIREMENTS FOR
ADMISSION TO PROFESSIONAL EDUCATION UNIT
September 14, 2011 – October 12, 2011
ELEMENTARY P-5
Brown, Devin
Rogers, Lauren
Wise, Samantha
IECE
Elementary
Elementary
MIDDLE GRADES
Doan, Phuong
Justis, Sarah
Lutz, Ryan
Neiman, Nicholas
Sowder, Joseph
Whitlock, Robert
Math
Science
SS/Math
Math
Science
Math
P-12
Anderson, Drew
Blake, Christopher
Bloecher, Joshua
Bloink, Andrew
Bratcher, Stacie
Bridges, Natasha
Burroughs, Sloan
Davis, Natalie
English, Heather
Hammonds, Ross
Kinkle, Ethan
Lewis, Lauren
Martin, Valerie
Meredith, Jillian
PE
Music
Music
PE
EXED
Art
Music
Art
PE
PE
Music
Art
Music
Music
Price, Jameson
Simmons, Jeremy
Wallace, Andrea
Weber, Alice
Music
PE
Art
Art
SECONDARY
Claiborne, Spenser
Crawford, Kathryn
Gearhart, Audrey
King, Jonathan
Oldham, Madeline
Patel, Amar
Smith, Crystal
Biology
Biology
English
Physics
Math
Chemistry
Biology
MASTERS
Blanton, Elliot
Green, Amanda
Sanderson, Shawn
Troutman, Alana
Spanish Alt-Route
CD
CD
EXED
If there are any questions or concerns about the status of any candidate, the person
with the question or concern should contact Dr. Fred Carter, Teacher Services (745-4611 or
fred.carter@wku.edu) prior to the PEC meeting.
STUDENT TEACHER CANDIDATES FOR SPRING 2012
QUALIFIED
***STUDENT TEACHING APPLICATION ACCEPTED***10/12/11***
WKU ID
FIRST
ARLEE
N. KYLE
LAST
DANHAUER
PORTER
MAJOR
5-12/AGRICULTURE
5-12/AGRICULTURE
ADRIENNE
ANTHONY
MEGAN
ALLIE
TONISSA
CATES
EMBRY
HUGHES
MEADOR
SWEAT
5-12/BUSINESS & MKTG
5-12/BUSINESS & MKTG
5-12/BUSINESS & MKTG
5-12/BUSINESS & MKTG
5-12/BUSINESS & MKTG
BRANDY
MEADOR
5-12/FCS
EMILY
HEATHER
LE'ANDREA
NANCY
ELIZABETH
BETHANY
CHELSEA
BRANDY
KENDALL
BRITTNEY
JENNIFER
KRISTY
M. CHELSIE
AUSTIN
CHRIS
EMILY
CHRISTINE
BREANNA
KATIE
JESSICA
BRITNEY
HANNAH
KARA
KACEY
OLIVIA
TABBATHA
NATALIE
WHITNEY
HAILEY
BROOKE
ALVEY
ASHBY
ASHLEY
ASKEW
AYER
BARNETT
BILLINGS
BLEVINS
BLUE
BOLLINGER
BREWER
BRIGHT
BUXTON
BYERS
CALVERT
CAMPBELL
CLARKE
COLLINS
COPASS
DARST
DAVIS
DENNY
DOBBS
DUVALL
ELLIOTT
ELMORE
EMBERTON
FACKLER
FERGUSON
FORD
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
D
KATHERINE
BRETTANY
LAURA
KELLY
TORY
MORGAN
SHANNON
ERIN
HEATHER
HANNAH
KRISTIN
ANGELA
LINDSAY
EMILY
ASHLEY
JOSEPH
BRITTNEY
TAMMY
DENISE
JANSEN
HEATHER
CARL
JESSICA
MATTHEW
DARRELL
KELSEY
NATALIE
JACLYN
GREGORY
STEPHEN
SHANNON
JONNI
SHEENA
KACEY
ELIZABETH
KIMBERLY
CARRIE
MADELINE
SUSANA
LINDSAY
SARAH
LORI
SHANNON
EMILY
JAMIE
GABRIELA
FREEMAN
GARRETSON
GARRISON
GASKINS
GONTERMAN
GOVER
HAMMER
HEADY
HOOVER
HUDDLESTON
JOHNSON
JONES
KEIGHTLEY
KOVAR
LANHAM
LAWRENCE
LeNEAVE
LEWIS
LIVINGSTON
LOCHER
LUNSFORD
MATTINGLY
MAYFIELD
McCLOUD
McGAHAN
MEYER
MILLER
MOEHLMANN
MOORE
MORGAN
NATCHER
NOTTINGHAM
OATES
PAGE
PARRISH
PATTON
PICKERILL
RILEY
RIVAS
ROGERS
RUTTER
SEXTON
SHARP
SHELL
SILVERBERG
SMIT
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
AMANDA
AUTUMN
ALYSHA
BRIDGET
MEGAN
GINA
KRISTI
LINDSEY
JENNIFER
MELISSA
REBECCA
STEPHANIE
LISA
LOGAN
AMANDA
KAITLYN
AMANDA
SAMANTHA
HALEY
SARAH
WILLIAM
ERICA
CARLA
KIMBERLY
SMITH
SMITH
SMITH
SMITH
STEWART
STINEBRUNER
SUMNER
THOMAS
THOMPSON
TOBIN
TODD
VALONE
VINCENT
WAINSCOTT
WALZ
WEBB
WEBSTER
WEIR
WELLS
WHITTAKER
WHOBREY
WILSON
WOOD
YONTS
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
DENISE
BETHANY
KELSEY
BALLINGER
FLAHARDY
MILLHOF
IECE
IECE
IECE
M. CHEYENNE
CLAYTON
SHANNON
BRANDI
JENNIFER
KRISTI
HEATHER
VIRGINIA
SHANNON
MATTEA
LUCAS
ALLISON
BETH
R. NIKI
TIFFANY
SABRINA
STEPHANIE
BROWN
BRUCE
EARNHART
EASTRIDGE
EMBERTON
GRANT
HIGGINS
HUDSON
LOUGHRAN
MEADOWS
MOORE
NORRIS
OLIPHANT
SHIELDS
TABOR
WARD
WELLS
MGE/LA/S.STUDIES
MGE/S.STUDIES/LA
MGE/S.STUDIES/LA
MGE/S.STUDIES/LA
MGE/S.STUDIES/LA
MGE/S.STUDIES/LA
MGE/LA/S.STUDIES
MGE/S.STUDIES/LA
MGE/LA/S.STUDIES
MGE/LA/S.STUDIES
MGE/S.STUDIES/LA
MGE/LA/S.STUDIES
MGE/LA/S.STUDIES
MGE/LA/S.STUDIES
MGE/LA/S.STUDIES
MGE/S.STUDIES/LA
MGE/LA/S.STUDIES
LESLIE
WHITAKER
MGE/S.STUDIES/LA
TEIA
NICHOLAS
TRAVIS
NATHAN
JESSICA
LINDSEY
ROBERT
BUNCH
NEIMAN
OGLES
POWELL
SHELTON
WATSON
WHITLOCK
MGE/MATH
MGE/MATH
MGE/MATH
MGE/MATH
MGE/MATH
MGE/MATH
MGE/MATH
ALLANA
SNEED
MGE/MATH/LA
ALEXANDRIA
TODD
MGE/MATH/S.STUDIES
SARAH
CRYSTAL
JOSEPH
JUSTICE
SMITH
SOWDER
MGE/SCIENCE
MGE/SCIENCE
MGE/SCIENCE
DEBORAH
KAYLA
GRAHAM
McCUBBINS
MGE/SCIENCE/S.STUDIES
MGE/SCIENCE/S.STUDIES
NATASHA
MONICA
NATALIE
LAUREN
ALICE
BRIDGES
CRAWFORD
DAVIS
LEWIS
WEBER
P-12/ART
P-12/ART
P-12/ART
P-12/ART
P-12/ART
KATHRYN
CHRISTOPER
LEE
ETHAN
MATTHEW
VALERIE
JILLIAN
JAMESON
CURTIS
AQUADRO
BLAKE
KEELING
KINKLE
LUND
MARTIN
MEREDITH
PRICE
TURNER
P-12/MUSIC
P-12/MUSIC
P-12/MUSIC
P-12/MUSIC
P-12/MUSIC
P-12/MUSIC
P-12/MUSIC
P-12/MUSIC
P-12/MUSIC
ANDREW
NICHOLAS
THOMAS
HEATHER
ANDREW
JORDAN
BLOINK
COMPTON
EMBERTON
ENGLISH
LUEDTKE
WELLS
P-12/PE
P-12/PE
P-12/PE
P-12/PE
P-12/PE
P-12/PE
ALLISON
WILL
GRONEMAN
PERRY
P-12/SPANISH
P-12/SPANISH
WHITNEY
CAITLIN
MALINDA
RENO
REYES
WOOSLEY
P-12/SPANISH
P-12/SPANISH
P-12/SPANISH
STEPHANIE
SPENSER
KATHRYN
BLISS
BURBA
CLAIBORNE
CRAWFORD
KUNTZ
SEC/BIOLOGY
SEC/BIOLOGY
SEC/BIOLOGY
SEC/BIOLOGY
AMAR
PATEL
SEC/CHEMISTRY
SARA
KAYLA
STEPHANIE
MAXWELL
WILLIAM
HOLLY
BETHANY
MEGAN
KARA
DeWITT
ERNST
HOLLAND
KOSTRACH
LANHAM
LAWRENCE
RIGGS
VINCENT
WILSON
SEC/ENGLISH
SEC/ENGLISH
SEC/ENGLISH
SEC/ENGLISH
SEC/ENGLISH
SEC/ENGLISH
SEC/ENGLISH
SEC/ENGLISH
SEC/ENGLISH
JEFFERY
KAYLA
J. TYLER
MADELINE
JORDAN
JORDAN
ASHBY
FAWBUSH
HARRIS
OLDHAM
PHARRIS
TAYLOR
SEC/MATH
SEC/MATH
SEC/MATH
SEC/MATH
SEC/MATH
SEC/MATH
JONATHAN
LANCE
KING
PAULEY
SEC/PHYSICS
SEC/PHYSICS
BLAIR
JOHN
CAITLIN
KALEB
ANDREW
SHARA
PHILIP
ABNER
ALEXANDER
BARKER
CROWE
DOYLE
FLEMING
FREEMAN
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
AUSTIN
MARCUS
GABRIELLE
NICHOLAS
ELLIOT
CASEY
TIFFANY
MOSS
ROE
SACHS
SIMMONS
TABOR
TAYLOR
WALKER
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
JOHATHAN
WORD
SEC/SOCIAL STUDIES
HAYLEY
ANNA
MARY
MINDY
PAIGE
ALEXANDRA
BROWN
KOBBEMAN
PATTON
SIPES
WINDERS
WOOD
SPECIAL EDUCATION
SPECIAL EDUCATION
SPECIAL EDUCATION
SPECIAL EDUCATION
SPECIAL EDUCATION
SPECIAL EDUCATION
STUDENT TEACHER CANDIDATES FOR SPRING 2012
NOT QUALIFIED
***STUDENT TEACHING APPLICATION PENDING***10/12/11***
(THESE STUDENTS HAVE S.T. REQUIREMENTS IN PROCESS)
WKU ID
FIRST
BLAKE
JAYNA
BROOKE
LAST
LAMBERT
THOMPSON
WHITE
MAJOR
5-12/AGRICULTURE
5-12/AGRICULTURE
5-12/AGRICULTURE
D
CA; CP
CA
CA
LAUREN
BROOKE
WHITNEY
MEGAN
STEPHANIE
CORIE
MEGAN
TABBATHA
COOMES
CUNNINGHAM
HUNTER
MITCHELL
MORRISON
POWERS
REID
SEXTON
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
ELEMENTARY
CP
CP
CP
X
CP
CP
CP; X
CP
LIZETTE
ANGELA
GARCIA
MICHAEL
IECE
IECE
CA
CA
KIRBY
MICAH
CARTER
OGLES
MGE/LA/S.STUDIES
MGE/LA/S.STUDIES
X
X
PHUONG
HILLARY
RACHEL
JENNIFER
SIBELA
EMILY
CHELSEY
DOAN
HARPER
HARRELL
McCARTY
NAILOVIC
PARSONS
VEATCH
MGE/MATH
MGE/MATH
MGE/MATH
MGE/MATH
MGE/MATH
MGE/MATH
MGE/MATH
X
CA
CA
CA
CA
CA
CA; D
SARA
DAVIS
MGE/MATH/S.STUDIES
X
VALERIE
STEPHANIE
FINN
MILLER
MGE/MATH/S.STUDIES
MGE/MATH/S.STUDIES
X
CP
SUSAN
STEELE
MGE/MATH/SCIENCE
CP
MICHIAL
CONNER
MGE/SCIENCE
CA
CHEN
KATIE
BARBARA
ANDREA
HUANG
HUDSON
QUANBECK
WALLACE
P-12/ART
P-12/ART
P-12/ART
P-12/ART
CA
CA
CA
X
JOSHUA
AARON
HERSHEL
DUSTIN
AMY
EMILY
BLOECHER
COX
EASON
SEABOLT
SPEARS
WHITE
P-12/MUSIC
P-12/MUSIC
P-12/MUSIC
P-12/MUSIC
P-12/MUSIC
P-12/MUSIC
CP
CA; CP
CA; CP
X
CA
CA; CP; X
DREW
DAVID
MAGEN
JEREMY
ANDERSON
DAUER
MENSER
SIMMONS
P-12/PE
P-12/PE
P-12/PE
P-12/PE
X
CA
CA
CP
SAMANTHA
DICKENS
SEC/ENGLISH
CP
ANDREW
TINA
JON
ELIZABETH
FRECHETTE
MILLER
RIGDON
WORKMAN
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
SEC/SOCIAL STUDIES
X
X
CP
CP
CA = Has not met Teacher Admission Requirements
CP = Critical Performance Score Deficiency Pending
X = Deficient GPA and/or other Student Teaching Requirement Deficiency
D = Disposition Score Deficiency Pending
Proposal Date: September 1, 2011
Potter College of Arts and Letters
Department of Music
Proposal to Make Multiple Revisions to a Course
(Action Item)
Contact Person: Jeff Bright, jeff.bright@wku.edu, 745-4024
1.
Identification of course:
1.1
Current course prefix (subject area) and number: MUS 511
1.2
Course title: Investigations of Music Education
1.3
Credit hours: 3
2.
Revise course title:
2.1
Current course title: Investigations of Music Education
2.2
Proposed course title: Research Methods in Music
2.3
Proposed abbreviated title: Research Methods/MUS
2.4
Rationale for revision of course title: To reflect course title as approved in the
Master of Music Degree Program
3.
Revise course number:
3.1
Current course number: N/A
3.2
Proposed course number: N/A
3.3
Rationale for revision of course number:N/A
4.
Revise course prerequisites/corequisites/special requirements:
4.1
Current prerequisites/corequisites/special requirements: N/A
4.2
Proposed prerequisites/corequisites/special requirements: N/A
4.3
Rationale for revision of course prerequisites/corequisites/special requirements:
N/A
4.4
Effect on completion of major/minor sequence: N/A
5.
Revise course catalog listing:
5.1
Current course catalog listing: The philosophical, historical and experimental
research methods in music education and their application within 21st century
teaching-learning contexts.
5.2
Proposed course catalog listing: The philosophical, historical and experimental
research methods in music/music education and their application within 21st
century teaching-learning contexts.
5.3
Rationale for revision of course catalog listing: To reflect research methods
related to music content as well as its relationship to music education.
6.
Revise course credit hours:
6.1
Current course credit hours: N/A
6.2
Proposed course credit hours: N/A
6.3
Rationale for revision of course credit hours: N/A
7.
Proposed term for implementation: Spring, 2012
8.
Dates of prior committee approvals:
Graduate Music Committee
August 16, 2011
Music Curriculum Committee
August 17, 2011
Music Department/Division:
August 18, 2011
PCAL Curriculum Committee
September 1, 2011
Professional Education Council
__________________
Graduate Council
___________________
University Senate
___________________
Attachment: Course Inventory Form
Proposal Date: September 1, 2011
Potter College Arts and Letters
Department of Music
Proposal to Revise A Program
(Action Item)
Contact Person: Dr. Mitzi Groom, mitzi.groom@wku.edu, 745-3751
1.
Identification of program:
1.1
Current program reference number: 593
1.2
Current program title: Bachelor of Music, concentration in Music Education,
Instrumental Sequence
1.3
Credit hours: 72
2.
Identification of the proposed program changes: Remove MUS 203 Music
Technology (2 hrs) from and add MUS 304 Form and Analysis (2 hrs) to degree requirements.
3.
Detailed program description:
CURRENT REQUIREMENTS - Music Ed, Inst.
NEW REQUIREMENTS - Music Ed, Inst.
MUS 100 Theory I
3
MUS 101 Theory II
3
MUS 200 Theory III
3
MUS 201 Theory IV
3
MUS 326 Music History I
3
MUS 327 Music History II
3
MUS 328 Music History III
3
MUS 160/349 Group Piano I /Accompanying
1
MUS 161/349 Group Piano II/Accompanying
1
MUS 260/349 Group Piano III/Accompanying 1
MUS 261/349 Group Piano IV/Accompanying 1
MUS 203 Music Technology
2
MUS 317 Conducting I
2
MUS 318 Conducting II
2
MUS 162 Group Voice
1
MUS 214 String Techniques
1
MUS 215 Brass Techniques
1
MUS 315 Clarinet/Sax Techniques
1
MUS 316 Flute/Double Reed Techniques
1
MUS 319 Percussion Techniques
1
MUS 312 Teaching Music Elementary
3
MUS 412 Teaching Music Middle School
3
MUS 416 Instrumental Methods
3
MUS 417/338 Marching Band Tech./Strings DIS 2
MUS 407 Orchestration & Arranging
3
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 344/347/348 Major Ensemble
1
MUS 344/347/348 Major Ensemble
1
MUS 344/347/348 Major Ensemble
1
MUS 344/347/348 Major Ensemble
1
MUS 344/347/348 Major Ensemble
1
MUS 344/347/348 Major Ensemble
1
MUS 344/347/348 Major Ensemble
1
TOTAL = 72
MUS 100 Theory I
3
MUS 101 Theory II
3
MUS 200 Theory III
3
MUS 201 Theory IV
3
MUS 326 Music History I
3
MUS 327 Music History II
3
MUS 328 Music History III
3
MUS 160/349 Group Piano I /Accompanying
1
MUS 161/349 Group Piano II/Accompanying
1
MUS 260/349 Group Piano III/Accompanying 1
MUS 261/349 Group Piano IV/Accompanying 1
MUS 304 Form and Analysis
2
MUS 317 Conducting I
2
MUS 318 Conducting II
2
MUS 162 Group Voice
1
MUS 214 String Techniques
1
MUS 215 Brass Techniques
1
MUS 315 Clarinet/Sax Techniques
1
MUS 316 Flute/Double Reed Techniques
1
MUS 319 Percussion Techniques
1
MUS 312 Teaching Music Elementary
3
MUS 412 Teaching Music Middle School
3
MUS 416 Instrumental Methods
3
MUS 417/338 Marching Band Tech./Strings DIS 2
MUS 407 Orchestration & Arranging
3
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 344/347/348 Major Ensemble
1
MUS 344/347/348 Major Ensemble
1
MUS 344/347/348 Major Ensemble
1
MUS 344/347/348 Major Ensemble
1
MUS 344/347/348 Major Ensemble
1
MUS 344/347/348 Major Ensemble
1
MUS 344/347/348 Major Ensemble
1
TOTAL = 72
4.
Rationale for the proposed program change: The evaluations and standards of the
National Association of Schools of Music (NASM) accrediting agency call for more content and
emphasis of Form and Analysis than are in our present program. NASM’s standards now allow
infusion of appropriate technology content in other courses (theory, methods) and require only
that such content be supported within facilities and equipment guidelines.
5.
Proposed term for implementation and special provisions: Fall 2012
6.
Dates of prior committee approvals:
Music Department Curriculum Committee
August 17, 2011
Music Department/Division:
August 18, 2011
PCAL Curriculum Committee
September 1, 2011
Professional Education Council (if applicable)
__________________
Undergraduate Curriculum Committee
___________________
University Senate
___________________
Proposal Date: September 1, 2011
Potter College Arts and Letters
Department of Music
Proposal to Revise A Program
(Action Item)
Contact Person: Dr. Mitzi Groom, mitzi.groom@wku.edu, 745-3751
1.
Identification of program:
1.1
Current program reference number: 593
1.2
Current program title: Bachelor of Music, concentration in Music Education,
Integrated Sequence
1.3
Credit hours: 77
2.
Identification of the proposed program changes: Remove MUS 203 Music
Technology (2 hrs) from and add MUS 304 Form and Analysis (2 hrs) to degree requirements.
3.
Detailed program description:
CURRENT REQUIREMENTS - MusEd Integ.
NEW REQUIREMENTS - MusEd Integ.
MUS 100 Theory I
3
MUS 101 Theory II
3
MUS 200 Theory III
3
MUS 201 Theory IV
3
MUS 326 Music History I
3
MUS 327 Music History II
3
MUS 328 Music History III
3
MUS 160/349 Group Piano I /Accompanying
1
MUS 161/349 Group Piano II/Accompanying
1
MUS 260/349 Group Piano III/Accompanying 1
MUS 261/349 Group Piano IV/Accompanying 1
MUS 203 Music Technology
2
MUS 317 Conducting I
2
MUS 318 Conducting II
2
MUS 152/162 Diction/Group Voice
1
MUS 214 String Techniques
1
MUS 215 Brass Techniques
1
MUS 315 Clarinet/Sax Techniques
1
MUS 316 Flute/Double Reed Techniques
1
MUS 319 Percussion Techniques
1
MUS 312 Teaching Music Elementary
3
MUS 412 Teaching Music Middle School
3
MUS 416 Instrumental Methods
3
MUS 414/417/338 Chor Mats./MB Tech./Strings DIS 2
MUS 405/407 Choral Arr./Orch. & Arranging
3
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Opposite Area Ens. 1
MUS 340/341344/347/348 Opposite Area Ens. 1
TOTAL = 77
MUS 100 Theory I
3
MUS 101 Theory II
3
MUS 200 Theory III
3
MUS 201 Theory IV
3
MUS 326 Music History I
3
MUS 327 Music History II
3
MUS 328 Music History III
3
MUS 160/349 Group Piano I /Accompanying
1
MUS 161/349 Group Piano II/Accompanying
1
MUS 260/349 Group Piano III/Accompanying 1
MUS 261/349 Group Piano IV/Accompanying 1
MUS 304 Form and Analysis
2
MUS 317 Conducting I
2
MUS 318 Conducting II
2
MUS 152/162 Diction/Group Voice
1
MUS 214 String Techniques
1
MUS 215 Brass Techniques
1
MUS 315 Clarinet/Sax Techniques
1
MUS 316 Flute/Double Reed Techniques
1
MUS 319 Percussion Techniques
1
MUS 312 Teaching Music Elementary
3
MUS 412 Teaching Music Middle School
3
MUS 416 Instrumental Methods
3
MUS 414/417/338 Chor Mats./MB Tech./Strings DIS 2
MUS 405/407 Choral Arr./Orch. & Arranging
3
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Major Ensemble
1
MUS 340/341344/347/348 Opposite Area Ens. 1
MUS 340/341344/347/348 Opposite Area Ens. 1
TOTAL = 77
4.
Rationale for the proposed program change: The evaluations and standards of the
National Association of Schools of Music (NASM) accrediting agency call for more content and
emphasis of Form and Analysis than are in our present program. NASM’s standards now allow
infusion of appropriate technology content in other courses (theory, methods) and require only
that such content be supported within facilities and equipment guidelines.
5.
Proposed term for implementation and special provisions: Fall 2012
6.
Dates of prior committee approvals:
Music Department Curriculum Committee
August 17, 2011
Music Department/Division:
August 18, 2011
PCAL Curriculum Committee
September 1, 2011
Professional Education Council (if applicable)
__________________
Undergraduate Curriculum Committee
___________________
University Senate
___________________
Proposal Date: September 1, 2011
Potter College Arts and Letters
Department of Music
Proposal to Revise A Program
(Action Item)
Contact Person: Dr. Mitzi Groom, mitzi.groom@wku.edu, 745-3751
1.
Identification of program:
1.1
Current program reference number: 593
1.2
Current program title: Bachelor of Music, concentration in Music Education,
Vocal Sequence
1.3
Credit hours: 72
2.
Identification of the proposed program changes: Remove MUS 203 Music
Technology (2 hrs) from and add MUS 304 Form and Analysis (2 hrs) to degree requirements.
3.
Detailed program description:
CURRENT REQUIREMENTS - MusEd Vocal
CURRENT REQUIREMENTS - MusEd Vocal
MUS 100 Theory I
3
MUS 101 Theory II
3
MUS 200 Theory III
3
MUS 201 Theory IV
3
MUS 326 Music History I
3
MUS 327 Music History II
3
MUS 328 Music History III
3
MUS 160/349 Group Piano I /Accompanying
1
MUS 161/349 Group Piano II/Accompanying
1
MUS 260/349 Group Piano III/Accompanying 1
MUS 261/349 Group Piano IV/Accompanying 1
MUS 203 Music Technology
2
MUS 317 Conducting I
2
MUS 318 Conducting II
2
MUS 152 Diction I
1
MUS 252 Diction II
1
MUS 166 Group Guitar
1
MUS 214 String Techniques
1
Guided Elective Tech. Course (215, 315, 316, 319) 1
MUS 349 Accompanying
1
MUS 312 Teaching Music Elementary
3
MUS 412 Teaching Music Middle School
3
MUS 415 Choral Methods
3
MUS 414 Choral Materials
2
MUS 405 Choral Arranging
3
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 340/341 Major Ensemble
1
MUS 340/341 Major Ensemble
1
MUS 340/341 Major Ensemble
1
MUS 340/341 Major Ensemble
1
MUS 340/341 Major Ensemble
1
MUS 340/341 Major Ensemble
1
MUS 340/341 Major Ensemble
1
TOTAL = 72
MUS 100 Theory I
3
MUS 101 Theory II
3
MUS 200 Theory III
3
MUS 201 Theory IV
3
MUS 326 Music History I
3
MUS 327 Music History II
3
MUS 328 Music History III
3
MUS 160/349 Group Piano I /Accompanying
1
MUS 161/349 Group Piano II/Accompanying
1
MUS 260/349 Group Piano III/Accompanying 1
MUS 261/349 Group Piano IV/Accompanying 1
MUS 304 From and Analysis
2
MUS 317 Conducting I
2
MUS 318 Conducting II
2
MUS 152 Diction I
1
MUS 252 Diction II
1
MUS 166 Group Guitar
1
MUS 214 String Techniques
1
Guided Elective Tech. Course (215, 315, 316, 319) 1
MUS 349 Accompanying
1
MUS 312 Teaching Music Elementary
3
MUS 412 Teaching Music Middle School
3
MUS 415 Choral Methods
3
MUS 414 Choral Materials
2
MUS 405 Choral Arranging
3
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 153 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 353 Applied Principal
2
MUS 155 Performance Attendance (P/F)
0
MUS 340/341 Major Ensemble
1
MUS 340/341 Major Ensemble
1
MUS 340/341 Major Ensemble
1
MUS 340/341 Major Ensemble
1
MUS 340/341 Major Ensemble
1
MUS 340/341 Major Ensemble
1
MUS 340/341 Major Ensemble
1
TOTAL = 72
4.
Rationale for the proposed program change: The evaluations and standards of the
National Association of Schools of Music (NASM) accrediting agency call for more content and
emphasis of Form and Analysis than are in our present program. NASM’s standards now allow
infusion of appropriate technology content in other courses (theory, methods) and require only
that such content be supported within facilities and equipment guidelines.
5.
Proposed term for implementation and special provisions: Fall 2012
6.
Dates of prior committee approvals:
Music Department Curriculum Committee
August 17, 2011
Music Department/Division:
August 18, 2011
PCAL Curriculum Committee
September 1, 2011
Professional Education Council (if applicable)
__________________
Undergraduate Curriculum Committee
___________________
University Senate
___________________
Proposal Date: September 1, 2011
Potter College Arts and Letters
Department of Music
Proposal to Revise Course Catalog Listing
(Consent Item)
Contact Person: Dr. Mitzi Groom, mitzi.groom@wku.edu, 745-3751
1.
Identification of course:
1.1
Course prefix (subject area) and number: MUS 100
1.2
Course title: Theory I
1.3
Credit hours: 3
2.
Current course catalog listing: Prerequisite: Theory Placement Exam. Training in the
fundamental elements of music. Triads, intervals, keys, scales, cadences, principles of notation,
primary and secondary triads including inversions, writing in four parts, harmonic analysis, nonchord tones, melody harmonization, rhythmic reading, sight singing, melodic and harmonic
dictation, and keyboard harmony.
3.
Proposed course catalog listing: Prerequisite: Theory Placement Exam. Thorough
training in the melodic, harmonic and rhythmic fundamentals of music: triads, intervals, keys,
scales, rhythm and meter, voice leading, diatonic triads in root position and inversion, harmonic
progression, rhythmic reading, sight singing, melodic and harmonic dictation.
4.
Rationale for revision of the course catalog listing: The addition of a new course in
Form and Analysis, MUS 304, removes that content from the current four-semester music theory
sequence and allows for redistribution of and deeper focus on other theory content. The new
catalog listing is intended to reflect this redistribution of content within the music theory
sequence (MUS 100, 101, 200, 201).
5.
Proposed term for implementation: Fall 2012
6.
Dates of prior committee approvals:
Music Department Curriculum Committee
August 17, 2011
Music Department/Division:
August 18, 2011
PCAL Curriculum Committee
September 1, 2011
Professional Education Council (if applicable)
__________________
Undergraduate Curriculum Committee
___________________
University Senate
Attachment: Course Inventory Form
___________________
Proposal Date: September 1, 2011
Potter College Arts and Letters
Department of Music
Proposal to Revise Course Catalog Listing
(Consent Item)
Contact Person: Dr. Mitzi Groom, mitzi.groom@wku.edu, 745-3751
1.
Identification of course:
1.1
Course prefix (subject area) and number: MUS 101
1.2
Course title: Theory II
1.3
Credit hours: 3
2.
Current course catalog listing: Prerequisite: MUS 100. Seventh chords including
inversions, chromatic harmony, suspensions and pedal point, writing for the piano, writing in
four parts, harmonic analysis, rhythmic reading, sight singing, melodic and harmonic dictation,
and keyboard harmony.
3.
Proposed course catalog listing: Prerequisite: MUS 100. Continuation of melodic and
harmonic dictation, rhythmic reading, and sight singing, phrase and period, non-chord tones,
diatonic seventh chords, secondary dominant and leading tone chords.
4.
Rationale for revision of the course catalog listing: The addition of a new course in
Form and Analysis, MUS 304, removes that content from the current four-semester music theory
sequence and allows for redistribution of and deeper focus on other theory content. The new
catalog listing is intended to reflect this redistribution of content within the music theory
sequence (MUS 100, 101, 200, 201).
5.
Proposed term for implementation: Fall 2012
6.
Dates of prior committee approvals:
Music Department Curriculum Committee
August 17, 2011
Music Department/Division:
August 18, 2011
PCAL Curriculum Committee
September 1, 2011
Professional Education Council (if applicable)
__________________
Undergraduate Curriculum Committee
___________________
University Senate
___________________
Attachment: Course Inventory Form
Proposal Date: September 1, 2011
Potter College Arts and Letters
Department of Music
Proposal to Revise Course Catalog Listing
(Consent Item)
Contact Person: Dr. Mitzi Groom, mitzi.groom@wku.edu, 745-3751
1.
Identification of course:
1.1
Course prefix (subject area) and number: MUS 200
1.2
Course title: Theory III
1.3
Credit hours: 3
2.
Current course catalog listing: Prerequisite: MUS 101. Modulation, ninth, eleventh and
thirteenth chords, pop/jazz chord symbols, basics of jazz harmonization, modal harmony,
twentieth century non-functional harmony, artificial scales, non-tertian harmony, twelve-tone
serialism, writing in four parts, harmonic analysis, rhythmic reading, sight singing, melodic and
harmonic dictation, and keyboard harmony.
3.
Proposed course catalog listing: PREREQUISITE: MUS 101. Continuation of melodic
and harmonic dictation, rhythmic reading, sight singing, modulation, binary and ternary forms,
mode mixture, Neapolitan chords, and augmented sixth chords.
4.
Rationale for revision of the course catalog listing: The addition of a new course in
Form and Analysis, MUS 304, removes that content from the current four-semester music theory
sequence and allows for redistribution of and deeper focus on other theory content. The new
catalog listing is intended to reflect this redistribution of content within the music theory
sequence (MUS 100, 101, 200, 201).
5.
Proposed term for implementation: Fall 2013
6.
Dates of prior committee approvals:
Music Department Curriculum Committee
August 17, 2011
Music Department/Division:
August 18, 2011
PCAL Curriculum Committee
September 1, 2011
Professional Education Council (if applicable)
__________________
Undergraduate Curriculum Committee
___________________
University Senate
___________________
Attachment: Course Inventory Form
Proposal Date: September 1, 2011
Potter College Arts and Letters
Department of Music
Proposal to Revise Course Catalog Listing
(Consent Item)
Contact Person: Dr. Mitzi Groom, mitzi.groom@wku.edu, 745-3751
1.
Identification of course:
1.1
Course prefix (subject area) and number: MUS 201
1.2
Course title: Theory IV
1.3
Credit hours: 3
2.
Current course catalog listing: Prerequisite: MUS 200. Form and analysis of Baroque,
Classical and Romantic era music, composition of a sonatina form in eighteenth century style for
piano, harmonic analysis, melodic improvisation, rhythmic reading, sight singing, melodic and
harmonic dictation, and keyboard harmony.
3.
Proposed course catalog listing: Prerequisite: MUS 200. Continuation of melodic and
harmonic dictation, rhythmic reading, and sight singing, composition of a sonatina in eighteenth
century style for piano, enharmonic modulation, extended and altered dominant chords, late
nineteenth century techniques, techniques of the twentieth century, post-tonal techniques.
4.
Rationale for revision of the course catalog listing: The addition of a new course in
Form and Analysis, MUS 304, removes that content from the current four-semester music theory
sequence and allows for redistribution of and deeper focus on other theory content. The new
catalog listing is intended to reflect this redistribution of content within the music theory
sequence (MUS 100, 101, 200, 201).
5.
Proposed term for implementation: Fall 2013
6.
Dates of prior committee approvals:
Music Department Curriculum Committee
August 17, 2011
Music Department/Division:
August 18, 2011
PCAL Curriculum Committee
September 1, 2011
Professional Education Council (if applicable)
__________________
Undergraduate Curriculum Committee
___________________
University Senate
___________________
Attachment: Course Inventory Form
Proposal Date: September 1, 2011
Potter College of Arts and Letters
Department of Music
Proposal to Delete a Course
(Consent Item)
Contact Person: Robyn Swanson, robyn.swanson@wku.edu, 55925
Robyn.swanson@wku.edu
1.
Identification of course:
1.1
Current course prefix (subject area) and number: MUS 559
1.2
Course title: Graduate Recital
1.3
Credit hours: 2
2.
Rationale for the course deletion:
The course is not required for any of the current graduate programs in music.
3.
Effect of course deletion on programs or other departments, if known:
The deletion of this course will have no effect on any music graduate programs or other
WKU graduate programs.
4.
Proposed term for implementation:
Spring, 2012
5.
Dates of prior committee approvals:
Graduate Music Committee
August 16, 2011
Music Curriculum Committee
August 17, 2011
Department of Music
August 18, 2011
Potter College of Arts and Letters
September 1, 2011
Professional Education Council
__________________
Graduate Council
__________________
University Senate
___________________
Attachment: Course Inventory Form
Proposal Date: September 1, 2011
Potter College Arts and Letters
Department of Music
Proposal to Create a New Course
(Action Item)
Contact Person: Dr. Mitzi Groom, mitzi.groom@wku.edu, 745-3751
1.
Identification of proposed course:
1.1
Course prefix (subject area) and number: MUS 304
1.2
Course title: Form and Analysis
1.3
Abbreviated course title: Form and Analysis
1.4
Credit hours and contact hours: 2
1.5
Type of course: Lecture
1.6
Prerequisites/corequisites: MUS 201
1.7
Course catalog listing: Prerequisite: MUS 201. The study of the basic formal
structures of tonal and twentieth century music through score study and
compositional exercises.
2.
Rationale:
2.1
Reason for developing the proposed course: The evaluations and standards of the
National Association of Schools of Music (NASM) accrediting agency call for
more content and emphasis of Form and Analysis than are in our present program.
Creating and requiring this new course provides that increase in content and
emphasis.
2.2
Projected enrollment in the proposed course: 25, based on current enrollment of
majors in the program
2.3
Relationship of the proposed course to courses now offered by the department:
This course will follow the students’ completion of the 4-semester sequence in
music theory and will cover and significantly expand upon the limited form and
analysis content formerly offered in MUS 201 Theory IV.
2.4
Relationship of the proposed course to courses offered in other departments: None
2.5
Relationship of the proposed course to courses offered in other institutions: the
majority of other music units accredited by NASM deliver this content through
similar stand-alone Form and Analysis courses, including MUS 480 at Eastern
Kentucky University, MUS 4110 at Middle Tennessee State University, MUTH
3783 at the University of Oklahoma, MUS T417 at Indiana University, MUS 347
& MUS 348 at University of Louisville, MUT 3611 at Florida International
University and MUAC 3001 & MUAC 3002 at the University of Denver.
3.
Discussion of proposed course:
3.1
Course objectives:
Students will:
- analyze musical examples of common practice tonal music and examples from
the twentieth century, focusing on the larger formal structure.
- compose short exercises applying elements of these formal structures in the
styles of common practice tonal music and the twentieth century.
- complete all composition exercises in Finale (software)
.
3.2
Content outline:
Formal Design and Structure: Analytic Concepts and Tools
- Nature of Musical Form
- Tonal Design
- Thematic Design and Phrase Structure
- Phrase Rhythm and Form
- Formal Functions and Musical Texture
Forms of Music
- One Part and Binary Forms
- Ternary and Composite Forms
- Sonata Form
- Modifications of Sonata Form/ Cyclic Forms
- Rondo Form
- Ostinato and Variation Forms
- Contrapuntal Genres
- Vocal Forms and Genres
- 20th-Century: New Formal Processes and Techniques
3.3
Student expectations and requirements:
Students will be evaluated on their knowledge of the course material and
lectures/discussions through quizzes, exams, and multiple composition and
analysis projects.
3.4
Tentative texts and course materials: Mathes, James. The Analysis of Musical
Form, 1st edition, Pearson. 2007.
4.
Resources:
4.1 Library resources: Current holdings and resources are sufficient
4.2 Computer resources: Current resources are sufficient
5.
Budget implications:
5.1
Proposed method of staffing: Current staff
5.2
Special equipment needed: None
5.3
Expendable materials needed: None
5.4
Laboratory materials needed: Current Music Technology Lab hardware,
software, and printing.
6.
Proposed term for implementation: Fall 2012
7.
Dates of prior committee approvals:
Music Department Curriculum Committee
August 17, 2011
Music Department/Division:
August 18, 2011
PCAL Curriculum Committee
September 1, 2011
Professional Education Committee
Undergraduate Curriculum Committee
___________________
University Senate
___________________
Attachment: Bibliography, Library Resources Form, Course Inventory Form
Proposal Date: 1 August 2010
Potter College of Arts and Letters
Department of English
Proposal to Revise Course Prerequisites/Corequisites
(Consent Item)
Contact Person: karen.schneider@wku.edu 5-3046
1.
Identification of course:
1.1
Course prefix (subject area) and number: ENG 390
1.2
Course title: Masterpieces of American Literature
1.3
Credit hours: 3
2.
Current prerequisites: ENG 200
3.
Proposed prerequisites/corequisites: ENG 200 (prerequisite) and ENG 300
(prerequisite or corequisite)
4.
Rationale for the revision of prerequisites/corequisites:
This is an upper level literature class designed to prepare pre-service middle school
teachers in language arts. ENG 200 Introduction to Literature provides fundamentals
students are expected to have mastered in order to perform well in any upper level
literature class. ENG 300 allows students to hone the writing skills necessary to succeed
in upper level literature classes. Too many students are attempting ENG 390 without the
requisite skills, causing problems for both teachers and students.
5.
Effect on completion of major/minor sequence:
Allowing students to enroll in ENG 300 and ENG 390 in the same semester should allow
them to take ENG 390 in a timely fashion.
6.
Proposed term for implementation: 201230
7.
Dates of prior committee approvals:
Literature and English Ed Committees
__8/26.2011________
English Department
___8/26/2011_______
PCAL Curriculum Committee
___10/03/2011______
Professional Education Council
__________________
Undergraduate Curriculum Committee
___________________
University Senate
___________________
Proposal Date: May 11, 2011
Ogden College of Science and Engineering
Department of Mathematics and Computer Science
Proposal to Revise Course Prerequisites/Corequisites
(Consent Item)
Contact Person: Vivian Moody, vivian.moody@wku.edu, 745-6209
1.
Identification of course:
1.1
Course prefix (subject area) and number: MATH 501
1.2
Course title: Introduction to Probability and Statistics I
1.3
Credit hours: 3.0
2.
Current prerequisites/corequisites/special requirements:
Prerequisite: Permission of instructor.
3.
Proposed prerequisites/corequisites/special requirements:
Prerequisite: Admission to the Master of Arts in Mathematics program or permission of
instructor.
4.
Rationale for the revision of prerequisites/corequisites/special requirements:
The faculty wishes to make it clear that this course is designed for mathematics education
graduate students. The proposed prerequisite emphasizes that it is not an appropriate
choice for graduate students enrolled in other programs.
5.
Effect on completion of major/minor sequence:
Not applicable
6.
Proposed term for implementation:
Fall 2012
7.
Dates of prior committee approvals:
Department of Mathematics and Computer Science:
May 11, 2011_____
OCSE Graduate Curriculum Committee
September 23, 2011
Professional Education Council
________________
Graduate Council
________________
University Senate
________________
Attachment: Course Inventory Form
Proposal Date: May 11, 2011
Ogden College of Science and Engineering
Department of Mathematics and Computer Science
Proposal to Revise Course Prerequisites/Corequisites
(Consent Item)
Contact Person: Vivian Moody, vivian.moody@wku.edu, 745-6209
1.
Identification of course:
1.1
Course prefix (subject area) and number: MATH 503
1.2
Course title: Introduction to Analysis
1.3
Credit hours: 3.0
2.
Current prerequisites/corequisites/special requirements:
None listed.
3.
Proposed prerequisites/corequisites/special requirements:
Prerequisite: Admission to the Master of Arts in Mathematics program or permission of
instructor.
4.
Rationale for the revision of prerequisites/corequisites/special requirements:
The faculty wishes to make it clear that this course is designed for mathematics education
graduate students. The proposed prerequisite emphasizes that it is not an appropriate
choice for graduate students enrolled in other programs.
5.
Effect on completion of major/minor sequence:
Not applicable
6.
Proposed term for implementation:
Fall 2012
7.
Dates of prior committee approvals:
Department of Mathematics and Computer Science:
May 11, 2011
OCSE Graduate Curriculum Committee
September 23, 2011
Professional Education Council
__________________
Graduate Council
__________________
University Senate
___________________
Attachment: Course Inventory Form
Proposal Date: May 11, 2011
Ogden College of Science and Engineering
Department of Mathematics and Computer Science
Proposal to Revise Course Prerequisites/Corequisites
(Consent Item)
Contact Person: Vivian Moody, vivian.moody@wku.edu, 745-6209
1.
Identification of course:
1.1
Course prefix (subject area) and number: MATH 504
1.2
Course title: Computer Applications to Problems in Mathematics
1.3
Credit hours: 3.0
2.
Current prerequisites/corequisites/special requirements:
None listed.
3.
Proposed prerequisites/corequisites/special requirements:
Prerequisite: Admission to the Master of Arts in Mathematics program or permission of
instructor.
4.
Rationale for the revision of prerequisites/corequisites/special requirements:
The faculty wishes to make it clear that this course is designed for mathematics education
graduate students. The proposed prerequisite emphasizes that it is not an appropriate
choice for graduate students enrolled in other programs.
5.
Effect on completion of major/minor sequence:
Not applicable
6.
Proposed term for implementation:
Fall 2012
7.
Dates of prior committee approvals:
Department of Mathematics and Computer Science:
May 11, 2011
OCSE Graduate Curriculum Committee
September 23, 2011
Professional Education Council
__________________
Graduate Council
__________________
University Senate
___________________
Attachment: Course Inventory Form
Proposal Date: May 11, 2011
Ogden College of Science and Engineering
Department of Mathematics and Computer Science
Proposal to Revise Course Prerequisites/Corequisites
(Consent Item)
Contact Person: Vivian Moody, vivian.moody@wku.edu, 745-6209
1.
Identification of course:
1.1
Course prefix (subject area) and number: MATH 511
1.2
Course title: Secondary Mathematics from an Advanced Perspective I
1.3
Credit hours: 3.0
2.
Current prerequisites/corequisites/special requirements:
None listed.
3.
Proposed prerequisites/corequisites/special requirements:
Prerequisite: Admission to the Master of Arts in Mathematics program or permission of
instructor.
4.
Rationale for the revision of prerequisites/corequisites/special requirements:
The faculty wishes to make it clear that this course is designed for mathematics education
graduate students. The proposed prerequisite emphasizes that it is not an appropriate
choice for graduate students enrolled in other programs.
5.
Effect on completion of major/minor sequence:
Not applicable
6.
Proposed term for implementation:
Fall 2012
7.
Dates of prior committee approvals:
Department of Mathematics and Computer Science:
May 11, 2011
OCSE Graduate Curriculum Committee
September 23, 2011
Professional Education Council
__________________
Graduate Council
__________________
University Senate
___________________
Attachment: Course Inventory Form
Proposal Date: May 11, 2011
Ogden College of Science and Engineering
Department of Mathematics and Computer Science
Proposal to Revise Course Prerequisites/Corequisites
(Consent Item)
Contact Person: Vivian Moody, vivian.moody@wku.edu, 745-6209
1.
Identification of course:
1.1
Course prefix (subject area) and number: MATH 512
1.2
Course title: Secondary Mathematics from an Advanced Perspective II
1.3
Credit hours: 3.0
2.
Current prerequisites/corequisites/special requirements:
Prerequisites: Mathematics major, mathematics minor, or permission of instructor.
3.
Proposed prerequisites/corequisites/special requirements:
Prerequisite: Admission to the Master of Arts in Mathematics program or permission of
instructor.
4.
Rationale for the revision of prerequisites/corequisites/special requirements:
The faculty wishes to make it clear that this course is designed for mathematics education
graduate students. The proposed prerequisite emphasizes that it is not an appropriate
choice for graduate students enrolled in other programs.
5.
Effect on completion of major/minor sequence:
Not applicable
6.
Proposed term for implementation:
Fall 2012
7.
Dates of prior committee approvals:
Department of Mathematics and Computer Science:
May 11, 2011
OCSE Graduate Curriculum Committee
September 23, 2011
Professional Education Council
__________________
Graduate Council
__________________
University Senate
___________________
Attachment: Course Inventory Form
Proposal Date: 04/26/2011
College of Education and Behavioral Sciences
Educational Leadership Doctoral (EdD) Program
Proposal to Create a New Course
(Action Item)
Contact Person: Tony Norman, tony.norman@wku.edu , 745-3061
1.
Identification of proposed course:
1.1
Course prefix (subject area) and number: EDLD 702
1.2
Course title: Educational Leadership Doctoral Program Orientation
1.3
Abbreviated course title: Ed Lead Doc Prog Orientation
1.4
Credit hours: 3
1.5
Type of course: Seminar
1.6
Prerequisites: Admission to EdD program.
1.7
Course description: An introduction to key concepts of educational leadership
and research with emphasis on foundational knowledge and skill development, as
well as program, research, and professional development planning.
2.
Rationale:
2.1
Reason for developing the proposed course: The proposed course will replace
the current EDLD 700 - Orientation to Doctoral Studies course. Having now
worked with several students through the program process, the faculty have a
clearer idea of what sequence of content and skills EdD students need to be
successful. Faculty have determined that EDLD 700 does not warrant the
awarding of 6 credit hours. The substitution of the proposed new 3-hour
orientation course will allow students an additional 3 hours to apply toward more
content focused coursework.
2.2
Projected enrollment in the proposed course: 20 students per offering. Each
cohort admits on average 20 students, and this course will be required for all
doctoral students.
2.3
Relationship of the proposed course to courses now offered by the department:
The proposed course is similar to the EDLD 700 course presently in the EdD
program that, as described in 2.1, has been determined should be replaced.
2.4
Relationship of the proposed course to courses offered in other departments:
Other graduate programs have orientation courses (e.g., BIOL 500, SOCL 505,
TCHL 500), but none have content appropriate to the EdD program.
2.5
Relationship of the proposed course to courses offered in other institutions: This
course is similar to introductory or doctoral seminar courses offered at other
doctoral degree granting universities. For example, the University of Pittsburgh
offers ADMPS 3003, APS Doctoral Core 1, which helps students explore
expectations of doctoral study, gain an overview of issues in the field, and
participate in experiences for orientation and alignment of personal goals with
program curriculum.
3.
Discussion of proposed course:
3.1
Course objectives: Upon completing this course students will be able to:
• Understand behaviors, skills, and characteristics that can enhance progress
during graduate work
• Articulate goals, direction, purpose, and motivation related to the program
•
3.2
3.3
3.4
Describe further coursework, challenges, and personal development needed
to successfully navigate the doctoral program
• Demonstrate camaraderie and supportive team processes within the cohort
• Articulate seminal events, concepts, and leaders in the development of the
American education system and theories of effective leadership
• Describe contemporary issues, questions, and concerns relevant to
practitioners of educational leadership;
• Identify key purposes for and differences in qualitative and quantitative
research methodologies
• Demonstrate foundational skills related to critical reading and thinking,
analysis and inquiry, and scholarly writing
• Describe issues and principles related to conducting ethical research
• Identify opportunities within the program to apply inquiry methods to
identified questions/problems, to realize personal growth and development,
and to enhance the learning experience
Content outline: Topics will include the following:
• Introduction to the educational leadership doctoral program
• Leadership and team-building exercises and assessments with an emphasis
on program planning and career development
• Introduction to key figures and concepts related to the development of the
American education system and educational and organizational leadership
• Discussion of purposes for and differences between quantitative research and
qualitative research
• Development of foundational skills related to critical reading and thinking,
analysis and inquiry, and scholarly writing
• Introduction to library resources and statistical software
Student expectations and requirements:
• Participation in team building, program and career planning, and other course
related activities
• Participation in class discussions about topics related to course content
• Presentations or written assignments on assigned topics related to course
content
Tentative texts and course materials:
Slavin, R. E. (2007). Educational research in an age of accountability. Boston:
Pearson.
Bolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice,
and leadership (4th edition). San Francisco: Jossey-Bass.
4.
Resources:
4.1
Library resources: The proposed course will require the use of existing
university library databases and journal holdings. No additional purchases will be
needed.
4.2
Computer resources: Current computer and other technology resources are
adequate to deliver the course. No additional resources are necessary.
5.
Budget implications:
5.1
Proposed method of staffing: Doctoral faculty will teach the course.
5.2
Special equipment needed: There will be no additional resource requirements.
5.3
Expendable materials needed: There will be no additional resource requirements.
5.4
Laboratory materials needed: There will be no additional resource requirements.
6.
Proposed term for implementation: Spring 2012
7.
Dates of prior committee approvals:
EDD Leadership Council
_05/06/2011__
Educational Administration, Leadership, & Research
_8/18/2011___
CEBS Curriculum Committee
_10/04/2011__
Professional Education Council
____________
Graduate Council
____________
University Senate
____________
Attachments: Library Resources Form, Course Inventory Form
Proposal Date: 4/26/2011
College of Education and Behavioral Sciences
Educational Leadership Doctoral (EdD) Program
Proposal to Create a New Course
(Action Item)
Contact Person: Steve Miller, steve.miller@wku.edu, 745-4890
1.
Identification of proposed course:
1.1
Course prefix (subject area) and number: EDLD 797
1.2
Course title: Dissertation Seminar
1.3
Abbreviated course title: Dissertation Seminar
1.4
Credit hours: 3
1.5
Type of course: Seminar
1.6
Prerequisites: Admission to EdD program and admission to candidacy or
permission of instructor and EdD Director
1.7
Course description: A seminar designed to assist students in conceptualizing
and developing the research for their dissertation. Emphasizes writing and
research skills needed to complete the prospectus and begin writing the
dissertation.
2.
Rationale:
2.1
Reason for developing the proposed course: Historically, doctoral programs
have struggled to ensure that students who begin a program complete the
requirements. It is often true that those who drop out do so during work on the
dissertation. Likewise, although the students in WKU’s EdD program are
encouraged to work on the dissertation process throughout their program, many
are reaching the dissertation stage without having developed the prospectus
and/or the dissertation proposal. The proposed dissertation seminar is designed
to provide students with the guidance and support necessary to enable them to
complete their dissertation research. The support will take three forms: (a)
technical course content will cover conceptualizing the research, methodological
techniques, understanding the different chapters of the dissertation, and
producing drafts of beginning chapters; (b) coordination with the student’s
dissertation chair as the student develops the prospectus and other dissertation
drafts; (c) formation and confirmation of the student’s dissertation-support
networks, in which several students develop informal groupings for regular
contact during the relatively isolated work on the dissertation.
2.2
Projected enrollment in the proposed course: 20 students per offering. Each
cohort admits on average 20 students, and this course will be recommended to all
doctoral students.
2.3
Relationship of the proposed course to courses now offered by the department:
This course will serve as a supplement to EDLD 799 – Dissertation. Instead of
completing 12 hours of EDLD 799 credit, students may choose the proposed 3
hour course for a more guided approach to starting the dissertation and then use
the remaining 9 hours for EDLD 799.
2.4
Relationship of the proposed course to courses offered in other departments: The
EALR department at one time offered EDFN 700 - Research Design and the
Dissertation as part of the WKU/U of L Cooperative Doctoral Program. That
course was intended for students who were beginning work on their dissertation
2.5
3.
research projects. It provided opportunities for students to read and discuss
research studies from the literature, examining the rationale for the design,
methodology, and statistical procedures used by the authors. This and other
courses may be removed from the course inventory as the cooperative program
graduates its last students.
Relationship of the proposed course to courses offered in other institutions:
Courses similar to the proposed course are offered at other universities that offer
the Educational Leadership doctoral degree. The following are examples:
Iowa State University
Higher Education 615H – Dissertation Seminar. This seminar is designed as a
semi-structured working group to assist students in various stages of the
dissertation process, although emphasis is placed squarely on development of the
first three dissertation chapters
Northern Kentucky University
EDD 849 - Dissertation Seminar. Learning associates will develop an action
research dissertation proposal. Topics will include integration of research
methodology, measurement, and statistics; research ethics; IRB training; time
management; navigating the dissertation project. The application of descriptive
statistics includes measures of central tendency, measures of dispersion, and
graphical summaries.
University of Massachusetts – Boston
HighEd 891 – Dissertation Seminar I. This three-credit seminar is designed to
assist students in developing research ideas, writing their research plan, preparing
a dissertation proposal, and forming a dissertation committee. (3 credits)
Discussion of proposed course:
3.1
Course objectives: Upon completing this course students will be able to:
• Understand different dimensions to be considered in selection of a
dissertation committee.
• Articulate how the dissertation topic fits into the current state of the art and
how it helps advance that knowledge base.
• Understand the components that compromise the different chapters and
sections of the dissertation.
• Produce a prospectus with research design appropriate for the research
question--to be signed by the dissertation committee.
• Produce a draft of Chapter I.
• Conceptualize hierarchical and subordinate points in outlining, particularly
for Chapter II.
• Produce a draft outline of Chapter II, incorporating information from
literature relevant to the topic.
• Produce a draft outline of Chapter III.
• Demonstrate working knowledge of how to present results for Chapter IV
(tables and concomitant paragraphs for quantitative, interpretive discourse
for qualitative).
• Implement ongoing “Note Bene” (NB) list for consideration in the
Discussion in Chapter V.
• Apply the notion of “looping back” on the literature in Discussion in Chapter
V.
• Retrieve information from the library and Internet.
•
3.2
3.3
3.4
Review principles related to accurately acknowledging the works/thoughts of
others and avoiding plagiarism.
• Demonstrate skill in writing in a scholarly manner, including compliance
with current APA Publication Manual and WKU Graduate Studies
guidelines.
Content outline: Topics will include the following:
• The dissertation process, including:
o Committee selection
o Mentoring relationships
o Comprehensive examination
o Prospectus
o Proposal
o Proposal and Dissertation defense
o Formatting
• Scientific thinking, the state of the art, and advancing the field.
• Outlining, with emphasis on hierarchical links (superordinate and
subordinate points) and eliminating redundancy.
• The parts of a dissertation and the components therein:
o Chapter I, Statement of the Problem
o Chapter II, Review of the Literature
o Chapter III, Methodology
o Chapter IV, Results
o Chapter V, Discussion and Conclusions
o References
o Appendices
o Preface pages (including Abstract)
• Presentations by students on their dissertation research.
• Written assignments, including:
o Prospectus--signed by committee
o Draft of Chapter I
o Chapter II--Content Heads Outline
o Chapter III--Content Heads Outline
Student expectations and requirements: Students will be expected to read
assigned texts, articles, and materials and to be prepared to participate actively in
class discussions. The completed prospectus must be signed by members of the
dissertation committee. Written assignments (i.e., chapters I-III and other
documents) should reflect scholarly standards. Examinations and quizzes will be
given as needed. Assignments/tests may require group participation. Oral
reports on student dissertation topics are central to the course.
Tentative texts and course materials:
Bloom, D. F., Karp, J. D., & Cohen, Nicholas (1998). The Ph.D. process: A
student’s guide to graduate school in the sciences. New York, NY: Oxford
University Press.
Bryant, M. T. (2004). The portable dissertation advisor. Thousand Oaks, CA:
Corwin Press.
Creswell, J. D. (2008). Research design: Qualitative, quantitative, and mixed
methods approaches (3rd ed.). Thousand Oaks, CA: Sage.
Galvan, J. L. (2006). Writing literature reviews: A guide for students of the social
and behavioral sciences. Glendale, CA: Pyrczak Publishing.
Glatthorn, A. A., & Joyner, R. L. (2005). Writing the winning thesis or
dissertation. Thousand Oaks, CA: Corwin Press.
Glicken, M. D. (2003). Social research: A simple guide. Boston: Allyn & Bacon.
Pan, M. L. (2008). Preparing literature reviews: Qualitative and quantitative
approaches. Glendale, CA: Pyrczak Publishing.
Pyrczak, F. (2000). Completing your thesis or dissertation. Los Angeles, CA:
Pyrczak Publishing.
Slavin, R. E. (2007). Educational research in an age of accountability. Boston,
MA: Allyn & Bacon.
Thomas, R. M. (2003). Blending qualitative and quantitative research methods in
theses and dissertations. Thousand Oaks, CA: Corwin Press.
4.
Resources:
4.1
Library resources: The proposed course will require the use of existing
university library databases and journal holdings. No additional purchases will be
needed.
4.2
Computer resources: Current computer and other technology resources are
adequate to deliver the course. No additional resources are necessary.
5.
Budget implications:
5.1
Proposed method of staffing: Existing faculty associated with the EdD program
will teach the course.
5.2
Special equipment needed: None
5.3
Expendable materials needed: None
5.4
Laboratory materials needed: None
6.
Proposed term for implementation: Spring 2012
7.
Dates of prior committee approvals:
EDD Leadership Council
__5/6/2011___
Educational Administration, Leadership, & Research
__8/18/2011__
CEBS Curriculum Committee
__10/4/2011__
Professional Education Council
____________
Graduate Council
____________
University Senate
____________
Attachments: Library Resources Form, Course Inventory Form
Proposal Date: 5/6/2011
College of Education and Behavioral Sciences
Educational Leadership Doctoral (EdD) Program
Proposal to Revise A Program
(Action Item)
Contact Person: Tony Norman, tony.norman@wku.edu, 745-3061
1.
Identification of program:
1.1
Current program reference number: 0010
1.2
Current program title: Doctor of Education (EdD) (Educational Leadership)
1.3
Credit hours: 60 hours beyond the master’s degree
2.
Identification of the proposed program changes:
• Clarification of admission policies;
• Clarification of degree requirements;
• Revision of course prefixes and course hours;
• Replacement of old course offerings with newly created courses.
3.
Detailed program description:
Current
The EdD in Educational Leadership provides
knowledge and skills for its graduates to become
effective change agents within educational and
education-related environments. The program is
designed to prepare scholarly practitioners whose
program content and experiences emphasize
application to the real world.
Proposed
The EdD in Educational Leadership provides
knowledge and skills for its graduates to become
effective change agents within educational and
education-related environments. The program is
designed to prepare scholarly practitioners whose
program content and experiences emphasize
application to the real world.
The primary purpose of the program is to develop
the ability of education and education-related
organizational practitioners to obtain and synthesize
knowledge for the solution of institutional problems
and practices. The program provides value-added
opportunities for candidates to develop breadth and
depth in understanding leadership, policy, and
applied research methodologies. In addition,
program experiences contribute to the development
of future leaders who will creatively generate new
knowledge, critically conserve valuable and useful
ideas, and responsibly transform those
understandings through writing, teaching and
application. The dissertation for all areas of
emphasis is expected to contribute knowledge and
understanding of a critical issue drawn from the
candidate’s field of practice and be applicable for
improving educational organizations.
The primary purpose of the program is to develop
the ability of education and education-related
organizational practitioners to obtain and synthesize
knowledge for the solution of institutional problems
and practices. The program provides value-added
opportunities for candidates to develop breadth and
depth in understanding leadership, policy, and
applied research methodologies. In addition,
program experiences contribute to the development
of future leaders who will creatively generate new
knowledge, critically conserve valuable and useful
ideas, and responsibly transform those
understandings through writing, teaching and
application. The dissertation for all areas of
emphasis is expected to contribute knowledge and
understanding of a critical issue drawn from the
candidate’s field of practice and be applicable for
improving educational organizations.
The Ed.D. in Educational Leadership:
• encourages participants to become practitioner
scholars by promoting skills and knowledge in
practice-based settings and to gain scholarship and
experience in applied behaviors;
• provides opportunities to explore a range of career
specialties in various settings so that participants
can make sound career choices;
• models interdisciplinary and inter-institutional
collaboration through the program’s management
and accountability structures;
• provides participants with leadership capacity to
bring about changes that enhance student learning;
and
• provides interdisciplinary research preparation
focused on contextually based problems central to
future global competitiveness.
The Ed.D. in Educational Leadership:
• encourages participants to become practitioner
scholars by promoting skills and knowledge in
practice-based settings and to gain scholarship and
experience in applied behaviors;
• provides opportunities to explore a range of career
specialties in various settings so that participants
can make sound career choices;
• models interdisciplinary and inter-institutional
collaboration through the program’s management
and accountability structures;
• provides participants with leadership capacity to
bring about changes that enhance student learning;
and
• provides interdisciplinary research preparation
focused on contextually based problems central to
future global competitiveness.
Although this program is administratively housed in
the College of Education and Behavioral Sciences
Dean’s Office, it is an interdisciplinary program
involving faculty and courses from several
departments throughout the university.
Although this program is administratively housed in
the College of Education and Behavioral Sciences
Dean’s Office, it is an interdisciplinary program
involving faculty and courses from several
departments throughout the university.
Admission Requirements
Intended candidates for the degree are individuals
who have completed at least a master's degree, have
demonstrated leadership capacity within their
organizational settings, and/or are committed to
enhancing their abilities to learn and to enhance the
educational missions of their organizations and
communities.
Admission Requirements
Intended candidates for the degree are individuals
who have completed at least a master's degree (or
other appropriate graduate degree), have
demonstrated leadership capacity within their
organizational settings, and/or are committed to
enhancing their abilities to learn and to enhance the
educational missions of their organizations and
communities.
Program admission is based on a holistic evaluation
of the candidate’s application file, which must
include:
1. Transcripts of all undergraduate and graduate
course work
2. Documentation of a master’s degree from an
institution accredited by a nationally recognized
accreditation organization.
3. (For international students/ESL students)
TOEFL minimum score of 88 (iBT0 or 570
(paper-based).
4. Completed application
5. Resume or vita
6. Personal statement
7. Recommendation forms: at least three
professional references from persons in a
position to evaluate the applicant’s potential for
Program admission is based on a holistic evaluation
of the candidate’s application file, which must
include:
1. Transcripts of all undergraduate and graduate
course work
2. Documentation of a master’s degree (or other
graduate degree) from an institution accredited
by a nationally recognized accreditation
organization.
3. Completed application
4. Current (within 1 year of application deadline)
resume or vita An in-depth personal statement
including qualifications, rationale, and goals
related to pursuing the WKU Ed.D. program
5. Three current (within 1 year of application
deadline) letters of recommendation from
success in a doctoral program
8. GRE or GMAT scores
9. Educational Leadership Self-Report Scale/CoreSelf Evaluation Scale Score
Degree Requirements
The program consists of 60 hours beyond the
master’s degree and includes a) an orientation
seminar (6 hours), b) 9 hours of leadership courses,
c) 9 hours of research and statistics courses, c) 18-21
hours of specific content courses in various specialty
areas/options and electives, d) 6 hours of jobembedded practicum, and e) 12 hours of
dissertation. Each student’s academic background
and professional experiences will be assessed at the
time of admission, and students may be allowed to
count up to 15 hours of previously-completed course
work toward program requirements. Action research
projects will be required of all students, and the
dissertation is expected to center on real world
problems related to the candidate in his or her
workplace setting. If students stay on track in a parttime status averaging six credit hours per semester
(including summers), they can complete the program
in approximately three calendar years.
Students will enroll in EDLD 700 - Orientation to
Doctoral Studies and Professional Development (6
hours) during their first semester after admission to
the program. The rest of the core consists of 9 hours
of leadership courses and 9 hours of research and
statistics courses.
Leadership courses
EDLD 710 Leadership I – Leadership Theories and
Ethics
EDLD 720 Leadership II – Individual and Group
Issues in Leadership
EDLD 730 Leadership III – Leading the
Organization
Research and statistics courses
EDLD 711 Research I – Methodology in Leadership
Research
EDLD 721 Research II – Measurement and Validity
in Leadership Research
EDLD 731 Research III – Advanced Data Analysis
Tools in Leadership Research
The specific selection of elective courses for a
student’s program will be based on an evaluation of
persons in a position to evaluate the applicant’s
potential for success in a doctoral program
6. GRE scores (Note: Official scores are required.
GRE scores must include the Analytical
Writing portion or the applicant must
complete a writing sample.)
International students are encouraged to apply
and must submit the following additional
documents for admission consideration:
1. Evidence of ability to communicate in English
(as evidenced by a minimum of 570 on the
paper based TOEFL, a minimum of 88 on the
iBT TOEFL, or a minimum of 7.0 on the
IELTS)
2. Evidence of adequate financial resources
Degree Requirements
The program consists of 60 hours beyond a master’s
or other graduate degree. The program includes a)
an orientation seminar (3 hours), b) 9 hours of core
leadership courses, c) 9 hours of core research and
statistics courses, c) 21-24 hours of coursework
related to the student’s program strand (see
below) and dissertation topic, d) 6 hours of jobembedded internship, and e) 9-12 hours of
dissertation. Each student’s academic background
and professional experiences will be assessed at the
time of admission, and students may be allowed to
count up to 12 hours of previously-completed
graduate-level course work toward program
requirements. To complete the program, students
must 1) pass a qualifying exam that includes
questions related to program core and strand
outcomes; and 2) propose, complete, and
successfully defend a dissertation.
CORE COURSES
EDLD 702 Orientation to Doctoral Studies (3
hours) - taken during the first semester after
admission to the program
Leadership courses (9 hours)
EDLD 710 Leadership I – Leadership Theories and
Ethics (3 hours)
EDLD 720 Leadership II – Individual and Group
Issues in Leadership (3 hours)
EDLD 730 Leadership III – Leading the
Organization (3 hours)
the candidate’s background and strengths, as well as
on the candidate’s professional objectives and needs.
With approval of the program committee, elective
courses will come from one of four areas of focus:
• P-12 School and District Leadership, primarily
designed for public school/school district
administrators;
• P-12 Teacher Leadership, primarily designed for
educators serving in leadership roles related to
areas such as assessment, curriculum, technology,
and literacy;
• Postsecondary Education Leadership, primarily
designed for leaders in two-year and four-year
institutions; or
• Organizational Leadership, designed to prepare
leaders in education-related organizations that are
not classified as schools, colleges, or universities.
More information may be found at:
http://edtech.wku.edu/programs/doctorate/index.htm
Research courses (9 hours)
EDLD 712 Research Methods and Design for
Educational Leaders (3 hours)
EDLD 722 Measurement and Survey Methods for
Educational Leaders (3 hours)
EDLD 732 Program Evaluation for Educational
Leaders (3 hours)
Internship course (1-3 hours per course
enrollment for a total of 6 hours)
EDLD 798 Internship in Administration and
Supervision (3 hours)
Dissertation course (1-3 hours per course
enrollment for a total of 9-12 hours)
EDLD 799 Dissertation*
*Students are encouraged to take EDLD 797 –
Dissertation Seminar (3 hours) to prepare for their
dissertation experience.
PROGRAM STRAND COURSES
The specific selection of program strand courses
for a student’s program will be based on an
evaluation of the candidate’s background and
strengths, as well as on the candidate’s professional
objectives and needs. With advisor approval,
courses will be selected to support intellectual and
professional development related to one of the
four program strands:
• P-12 Administrative Leadership – designed for
individuals desiring to serve or to enhance their
capacity to serve as public school/school district
administrators;
• Teacher Leadership –designed for individuals
desiring to serve or to enhance their capacity to
serve in leadership roles related to areas such as
assessment, curriculum, technology, literacy, and
classroom teaching;
• Postsecondary Education Leadership –designed for
individuals desiring to serve or to enhance their
capacity to serve in two-year and four-year
institutions; or
• Organizational Leadership – designed for
individuals desiring to serve or to enhance their
capacity to serve in education-related
organizations that are not classified as schools,
colleges, or universities.
More information may be found at:
http://www.wku.edu/cebs/doctorate/
3.
Rationale for the proposed program change: The Educational Leadership program has
reached full student capacity, graduated its first students, and added new faculty. Over this first
three year period of program implementation and growth, the program’s director and Leadership
Council have collected data regarding the efficiency and effectiveness of the program. The
proposed changes reflect our response to data that indicate the need for each change in order to
improve the program:
• Clarification of admission policies – Changes make it clearer to applicants with graduate
degrees other than master’s that they are eligible to apply. Also, faculty serving on the
admissions committee have found some currently required admissions items are not needed
and that applicants need clearer instructions about completing other items.
• Clarification of degree requirements – Inconsistencies across the original EdD proposal
documents submitted to the Kentucky Council for Postsecondary Education (CPE) and those
submitted through the university process have led to confusion about what may be counted to
toward the doctoral degree. The revised language represents the EdD Leadership Council’s
agreement as to what the degree requirements should be.
• Revision of course prefixes and course hours – Some course prefixes have been changed to
allow the Director of the EdD Program to sign off as “department head” on courses
specifically associated with the EdD program. Changes in required hours per program
component reflect changes in coursework, as well as a desire for greater program flexibility
based on student needs.
• Replacement of old course offerings with newly created courses. Faculty have determined
that EDLD 700 does not warrant the awarding of 6 credit hours. The substitution of the
proposed new 3-hour orientation course will allow students an additional 3 hours to apply
toward more content focused coursework. Having now worked with several students through
the research and dissertation process and having also articulated research standards for the
EdD program, the faculty have a clearer idea of what sequence of content and skills EdD
students need to be successful in conducting research; thus, the three new research courses.
5.
Proposed term for implementation and special provisions (if applicable): Fall 2012
6.
Dates of prior committee approvals:
EDD Leadership Council
__5/06/2011__
Educational Administration, Leadership, & Research
__8/18/2011__
CEBS Curriculum Committee
__10/4/2011__
Professional Education Council
____________
Graduate Council
____________
University Senate
____________
Proposal Date: 08/09/2011
College of Education and Behavioral Sciences
School of Teacher Education
Proposal to Create a New Course
(Action Item)
Contact Person: Cassie Zippay, cassie.zippay@wku.edu, 745-2679; Janet Applin,
janet.applin@wku.edu, 745-6105
1.
2.
Identification of proposed course:
1.1
Course prefix (subject area) and number: EDU 570
1.2
Course title: Educational Assessment for P-12 Learners
1.3
Abbreviated course title: Edu Assess All Learners
1.4
Credit hours and contact hours: 3.0
1.5
Type of course: Lecture
1.6
Prerequisites/corequisites: Admission to initial certification graduate program or
instructor permission
1.7
Course catalog listing: Best practices for educational assessment for classroom
teachers. Designed for graduate students seeking initial teacher certification
program.
Rationale:
2.1
Reason for developing the proposed course:
The proposed course will serve as one of the core courses in the degree programs
being proposed for the Master of Arts in Teaching (MAT) degree. This course is
designed to develop the knowledge and skills in assessment required of
classroom teachers. Instruction is informed and guided by both formal and
informal assessment. All teachers must have deep knowledge and welldeveloped skills regarding educational assessment.
2.2
Projected enrollment in the proposed course: Based on the number of students in
the Alternate Route to Certification and initial certification Master Of Arts in
Education (MAE) programs, enrollment is projected to be 50 students per
academic year.
2.3 Relationship of the proposed course to courses now offered by the department:
While other graduate courses within the School of Teacher Education explore
assessment (e.g., EXED 530; LTCY 520; TCHL 550, 554, & 558), they are
designed for graduate students who hold teaching certification and are seeking
advanced preparation in their chosen field. The proposed course is designed for
those seeking initial certification with no previous classroom experience and will
focus on high stakes assessments as well as formative and summative assessment
skills required of teachers to document student learning.
2.4
Relationship of the proposed course to courses offered in other departments:
Examples of graduate courses in the Department of Psychology that relate to
assessment in education are PSY 510 – Advanced Educational Psychology; PSY
560 – Cognitive and Intellectual Assessment; and PSY 561 – Advanced
Assessment in Educational Settings. While these courses briefly cover
2.5
3.
information needed for students in initial certification teacher education programs,
they are designed for students with background in psychometric properties and
formal assessment administration. Students in the proposed course are assumed to
have no background in the psychometric properties of assessment and will require
foundational information in assessment as it relates to the classroom teacher.
Relationship of the proposed course to courses offered in other institutions:
Some of the content of the proposed course is widely covered in teacher
education, counselor education, and educational psychology departments across
the country. Many universities, such as the University of Delaware, have
educational assessment courses, e.g., EDUC 660 Educational Measurement and
EDUC 605 Measurement Applications in Education. Content related to the
proposed course is more likely to be covered in courses specifically focused on
tests and measurement. For example, the University of Louisville offers ECPY
540 Evaluation & Measurement, an examination of testing generally, from
principles of psychometrics to standardized assessment, although this is not
required of teachers in master’s programs.
Western Kentucky University is one of eleven teacher preparation institutions in
ten states participating in The Renaissance Partnership Project, which is focused
on improving the quality of their graduates. A review of assessment course
offerings for P-12 teacher education graduate programs at these institutions found
that six of the eleven universities offered courses similar to the proposed new
course on student assessment. California State University at Fresno offers CI 260
Reflective Teaching; Eastern Michigan University offers CURR 650 Improving
Instruction through Inquiry and Assessment; Idaho State University offers EDUC
622 Educational Assessment and Evaluation; Virginia’s Longwood University
offers EDUC 681 Foundations of Evaluation and Learning; Middle Tennessee
University offers ELED 6620 Assessment of Teaching and Learning; and
Pennsylvania’s Millersville University offers EDSU 703 Curriculum and
Supervision. Among these, the course at Idaho State University, while similar in
some content of the proposed course, focuses only on psychometric principles
related to validity and professional/ethical testing practices.
The specific content of the proposed course will be geared toward master’s level
students with no teacher certification and will therefore focus more on how
assessment is used by classroom teachers in relation to instruction and to student
learning in P-12 settings.
Discussion of proposed course:
3.1
Course objectives:
At the conclusion of the course, students will
• understand the relation of assessment to instruction
• understand the purposes and forms of classroom assessment
• plan and create classroom assessments
• understand the advantages and limitations of item types (true-false, essay,
etc.)
• construct effective test items
•
•
•
•
•
•
3.2
evaluate, interpret, and improve classroom assessments
use, evaluate, and interpret standardized test scores
understand the psychometric properties of assessment (reliability, validity,
etc.)
understand the teacher standards related to testing
explore issues related to high-stakes accountability assessments
(achievement gaps, diversity, etc.)
Disaggregate high-stakes assessment data
Content outline:
Context, Issues, and Trends in Educational Testing
Exploration of the history of test-based reform, current trends and concerns about
testing.
Psychometric Properties and Vocabulary of Testing
Investigation of forms of validity and reliability, measures of central tendency,
test item types, and descriptive statistics.
Developing Assessments
Exploration of best practice and development of teacher made and informal
assessments for classroom instruction purposes.
Using Assessment to Inform Instruction
Investigation of principles of classroom assessment, relation of assessment to
instruction (learning targets, etc.), differences in the functions of assessment
(placement, formative, diagnostic, summative)
Evaluating and Interpreting Tests and Test Scores
Investigation of accurate interpretation of criterion-referenced and normreferenced scores, characteristics of different types of derived scores (percentile
ranks, grade equivalents, standard scores, stanines, etc.)
3.3
Student expectations and requirements:
Students will read, think, share ideas, question, and learn together. During this
course of study students will critically read, view, and analyze the assigned course
readings and materials. In addition, students will analyze school accountability
data and demonstrate proficiency in using classroom assessment to inform
instruction. Student learning will be evaluated through analyses of cognitive
assessments, test critiques, participation, and written analyses of school
accountability data and classroom assessment.
3.4
Tentative texts and course materials:
Nitko, A.J., & Brookhart, S.M. (2011). Educational assessment of students (6th
ed.), Upper Saddle River, NJ: Allyn & Bacon.
4.
Resources:
4.1
Library resources:
Existing resources are sufficient for the proposed course.
4.2
Computer resources:
Existing resources are sufficient for the proposed course.
5.
Budget implications:
5.1
Proposed method of staffing:
Current faculty and staff
5.2
Special equipment needed:
None
5.3
Expendable materials needed:
None
5.4
Laboratory materials needed:
None
6.
Proposed term for implementation:
7.
Dates of prior committee approvals:
School of Teacher Education
09/09/2011
CEBS Curriculum Committee
10/04/2011
Professional Education Council
__________________
University Senate
___________________
Attachment: Bibliography, Library Resources Form, Course Inventory Form
Proposal Date: 09/06/2011
College of Education and Behavioral Science
School of Teacher Education
Proposal to Create a New Course
(Action Item)
Contact Person: Michael McDonald, michael.mcdonald@wku.edu, 745-3097
1.
Identification of proposed course:
1.1
Course prefix (subject area) and number: SEC 573
1.2
Course title: Methods of Teaching Business and Marketing Education
1.3
Abbreviated course title: Methods Teach Bus & Mktg Ed
1.4
Credit hours and contact hours: 3
1.5
Type of course: Lecture
1.6
Prerequisites/corequisites: Instructor permission, admitted to the MAT in
Secondary Education, and admitted to teacher education
1.7
Course description:
Develops the skills, procedures, and strategies for teaching business and
marketing education in the middle and secondary school. Field experiences in
public schools and/or other appropriate settings away from campus are required in
this course. Students are responsible for arranging their own transportation to
designated or assigned sites.
2.
Rationale:
2.1
Reason for developing the proposed course:
The proposed course has been developed for inclusion in the proposed MAT in
Secondary Education for Initial Certification. This course will develop in
prospective business and marketing education teachers the knowledge and skills
they will need to teach business and marketing courses in Grades 5-12. This
course will address essential topics for students seeking initial certification in
business and marketing education.
2.2
Projected enrollment in the proposed course: Based on the number of inquiries by
prospective students with business degrees seeking teacher certification,
enrollment is projected to be 10-25 students per offering.
2.3
Relationship of the proposed course to courses now offered by the department:
Alternate Route to Certification and initial certification Master of Arts in
Education (MAE) programs offered in the School of Teacher Education currently
include initial certification teaching methods courses tailored toward several
content areas. However, there is no graduate teaching methods course in business
and marketing education for students seeking initial certification. In the past,
students have taken the undergraduate teaching methods course as a deficiency
before completing their program, so the proposed course represents an effort to
provide graduate-level instruction in pedagogy for business and marketing
education. This course will complement other graduate level initial certification
courses as all initial certification master’s level programs including the alternate
route to certification programs will move to offering the MAT in place of the
MAE.
3.
2.4
Relationship of the proposed course to courses offered in other departments:
The content course as it relates to business and marketing education is not
presently being offered by courses offered in other departments.
2.5
Relationship of the proposed course to courses offered in other institutions:
The content of the proposed course is similar to the content offered by other
institutions with a master’s degree that leads to initial certification in business and
marketing education. Two examples from WKU’s benchmark universities are
offered here. Southeast Missouri State University offers AD527 Implementing
Business and Marketing Education. For presenting teaching methods Middle
Tennessee State University offers BCEN 5240 Materials and Methods in Basic
Business.
Discussion of proposed course:
3.1
Course objectives:
• Upon completion of this course, business and marketing education students
will be able to develop a The Teacher Work Sample portfolio consisting of:
o Contextual Factors
o Learning Goals and Pre-/Post-Assessment
o Designed for Instruction
o Analysis of Student Learning
o Reflection of Teaching Practices
• Upon completion of this course, business and marketing education students
will be able to demonstrate and reflect performance on identified Kentucky
Teacher Standards addressed by the TWS
• Upon completion of this course, business and marketing education students
will be able to conduct and analyze research on current topics in Business and
Marketing Education
3.2
Content outline:
The Teacher Work Sample (TWS) is a portfolio that reflects the best teaching
methodologies as demonstrated by teacher candidates. Therefore, teacher
candidates will be presented teaching methodologies and will submit the TWS
portfolio as the instrument for teaching best practices and evaluation of student
achievement
• Accounting for regional and local influences on teaching and learning
• Developing learning goals
• Using pre-/post-assessment to analyze teaching effectiveness
• Designing the best delivery systems for teaching individual units and
evaluation of student achievement
• Conduct data analysis to determine the effectiveness of content delivery
•
•
Reviewing the outcomes of instructional delivery
Reviewing current literature and issues important to business and marketing
education.
3.3
Student expectations and requirements:
Student learning will be evaluated through cognitive assessments, participation,
and creation of the Teacher Work Sample portfolio.
The Teacher Work Sample
• Contextual Factors
• Learning Goals and Pre-/Post-Assessment
• Designed for Instruction
• Analysis of Student Learning
• Reflection of Teaching Practices
• Research on current topics in Business and Marketing Education
• Professional behavior and participation
3.4
Tentative texts and course materials:
Rader, M., Bailey, G. & Kurth, L. (Eds.).(2008). Effective Methods of Teaching
Business Education. National Business Education Association Yearbook,
No. 46. NBEA.
4.
Resources:
4.1
Library resources: No additional resources necessary.
4.2
Computer resources: The current resources of the College of Education and
Behavioral Sciences will be appropriate
5.
Budget implications:
5.1
Proposed method of staffing: Current faculty will be appropriate for staffing
5.2
Special equipment needed: Current equipment offered by the College of
Education and Behavioral Sciences will be appropriate
5.3
Expendable materials needed: No expendable materials will be needed
5.4
Laboratory materials needed: No additional laboratory materials will be needed
6.
Proposed term for implementation: Fall 2012
7.
Dates of prior committee approvals:
School of Teacher Education:
09/09/2011
CEBS Curriculum Committee
10/04/2011
Professional Education Council
Graduate Council
University Senate
Attachment: Library Resources Form
Proposal Date: Sept. 9, 2011
College of Education and Behavioral Sciences
School of Teacher Education
Proposal to Create a New Course
(Action Item)
Contact Person: Janet Applin, janet.applin@wku.edu, 745-6105 or 745-4014
1.
Identification of proposed course:
1.1
Course prefix (subject area) and number: EDU 589
1.2
Course title: Advanced Internship for the MAT
1.3
Abbreviated course title: Adv. Internship For MAT
1.4
Credit hours and contact hours: 6.0
1.5
Type of course: I
1.6
Prerequisites/corequisites: Admission to initial certification graduate program,
instructor permission, and admission to professional education unit.
1.7
Course catalog listing: Students complete the state approved equivalent of a
student teaching experience through supervised practice in an appropriate setting.
Settings will vary according to student background, certification goals, and
advisor approval.
Students are responsible for arranging their own transportation to assigned sites.
2.
Rationale:
2.1
Reason for developing the proposed course:
The proposed course has been developed as part of the newly approved MAT
degree program in the College of Education and Behavioral Sciences and will
serve as the field experience and mentoring course for students in the MAT
programs for initial teacher certification.
2.2
Projected enrollment in the proposed course: Based on the number of inquiries by
prospective students and previous internship courses in the alternate route to
teacher certification programs, enrollment is projected to be 10-25 students per
offering.
2.3
Relationship of the proposed course to courses now offered by the department:
Alternate Route to Certification and Initial Certification Master of Arts in
Education (MAE) programs offered in the School of Teacher Education currently
include internship course requirements (EXED 590; IECE 524; EDU 590; SMED
590). Other programs related to teacher preparation offer internship courses in
their programs as well (LTCY 595; LME 592). This course will replace or
compliment other graduate level initial certification internship courses as all
initial certification master’s level programs including the alternate route to
certification programs are being proposed for leading to the MAT in place of the
MAE. While specific programs may use existing internship courses designed for
their particular discipline, the proposed course will replace EDU 590 for the
Secondary MAT program.
2.4
Relationship of the proposed course to courses offered in other departments:
Graduate courses in the College of Education and Behavioral Sciences providing
field experience, practica, and/or internship experiences are plentiful. The
departments of Counseling and Student Affairs, Psychology, and Educational
Administration, Leadership and Research all offer courses that require students to
practice their field in authentic settings specific to their field of study. These
courses identify themselves as practicum, field experience, and internship courses
and include CNS 595; EDAD 598; EDAD 645; and PSY 562. The difference
between these other internship-like courses and the proposed course is that the
proposed course is specific to those graduate students seeking initial teacher
certification in their field of specialization such as secondary education including
the GSKyTeach residential initial certification program, special education, and
interdisciplinary early childhood education.
2.5
Relationship of the proposed course to courses offered in other institutions:
Field Experience, or Internship, courses are the cornerstone of most teacher
preparation programs across the country. All teacher preparation programs at
WKU’s 19 benchmark institutions include field experience courses identified as
field experience, practica, and/or internships. The proposed course will be similar
to courses at other institutions in that initial certification MAT students will be
required to demonstrate and apply their skills in authentic P-12 classrooms
commensurate with their disciplines with supervision and mentoring from master
teachers and university personnel. The table below lists a sampling of master’s
level internship type courses offered at selected benchmark institutions:
Benchmark Institution
Ball State University
Eastern Illinois University
Middle Tennessee State University
Western Illinois University
3.
Discussion of proposed course:
Internship/Field Experience/Practicum
Course Offered
SPCED 617 Practicum: Infants, Toddlers, and
Preschoolers
SPCED 656 Practicum in Teaching Students
EDSEC 690 Practicum in Secondary Education
SPE 5770 Practicum in Special Education
SPE 5925 Field Experience in Early Childhood
Special Education
ELED 5260 Practicum in Elementary
Education
SPED 5260 Practicum in Special Education
ELED 7380 Internship in Curriculum &
Instruction
ECH 549 Practicum in Early Childhood
Education
SCED 602 Practicum in Science Education
3.1
3.2
3.3
3.4
3.5
4.
Course objectives:
Students will show proficiency in each of the below skills based upon the
Kentucky Teacher Standards:
• Develop ability to use communication skills, apply core concepts, become selfsufficient individuals, become responsible team members, think and solve
problems, integrate knowledge and improve personal teaching skills the
candidate will:
• Design/plan viable instruction
• Create a dynamic learning climate
• Introduce/implement/manage efficient instruction
• Assess learning and communicate results to students and others
• Reflect/evaluate teaching and learning
• Collaborate with colleagues and others to design, implement, and support
learning programs
• Evaluate his/her own performance with respect to modeling and teaching
Kentucky’s learning goals implements a personal professional growth plan
• Demonstrate a current and sufficient knowledge of certified content area
• Use technology to support instruction, access and manage data, enhance
professional growth and productivity, communicate with colleagues and
others, and conduct research
• Provide or otherwise identify leadership opportunities to improve student
cognitive and social/emotional learning.
Content outline:
• School legal issues
• Conceptual framework for unit/lesson planning
• Student diversity
• Communication
• Behavior management
• Kentucky Teacher Intern Program (KTIP)
• Teacher Performance Standards
• Teacher ethics/professionalism
• Collaboration
• Teacher Work Samples
Student expectations and requirements:
Students will be assessed based on evaluations by their on-site and university
supervisors on the ten Kentucky Teacher Standards. Teacher Work Samples will
be required to provide additional evidence of teacher performance in addressing
contextual factors, goals and assessment, instructional design, analysis of data,
reflection, professional dispositions and ethical behavior.
Tentative texts and course materials:
• Copy of current Teacher Work Sample Prompt, templates and student sample
• Access to content standards appropriate to the classes students are currently
teaching.
Resources:
4.1
4.2
Library resources:
Existing resources available are sufficient
Computer resources:
Existing resources available are sufficient
5.
Budget implications:
5.1
Proposed method of staffing:
Existing staff is adequate at the current enrollment. However, it is expected that
the MAT will better meet the needs of our regional constituents and additional
staff may be needed if enrollment exceeds expectations
5.2
Special equipment needed:
None
5.3
Expendable materials needed:
None
5.4
Laboratory materials needed:
None
6.
Proposed term for implementation:
Fall 2012
7.
Dates of prior committee approvals:
School of Teacher Education
Sept. 9, 2011
CEBS Curriculum Committee
Oct. 4, 2011
Professional Education Council
__________________
Graduate Council
___________________
University Senate
___________________
Attachment: Library Resources Form
Proposal Date: 09/07/2011
College of Education and Behavioral Sciences
School of Teacher Education
Proposal to Revise A Program
(Action Item)
Contact Person: Michael McDonald, michael.mcdonald@wku.edu, 5-3097
1.
Identification of program:
1.1
Current program reference number: 103
1.2
Current program title: Alternative Route To Teacher Certification/Master Of Arts
In Education: Secondary Education
1.3
Credit hours: 30-36
2.
Identification of the proposed program changes:
•
Change the degree type from the Master of Arts in Education to the Master of
Arts in Teaching
•
Change the program title: Secondary Education for Initial Certification
•
Revise admission requirements
•
Revise curriculum
3.
Detailed program description:
CURRENT PROGRAM
Master of Arts in Education
Middle Grades (Middle Grades Math &
Science) Or Secondary Education
PROPOSED PROGRAM
Master of Arts in Teaching: Secondary
Education for Initial Certification
The most current program information
(e.g., admission requirements, required
curriculum, etc.) may be found on the
program website at
http://edtech.wku.edu/~teachsvs/alternate_
route/index.htm.
A recommendation for certification
will be contingent upon successful
completion of the Kentucky Teacher
Internship Program (KTIP) and submission
of qualifying scores on the Principles of
Learning and Teaching. All requirements
for certification must be completed within
three years of the time of employment by a
school district.
The MAT in Secondary Education for
Initial Certification leads to initial teacher
certification in secondary education
(Grades 8-12, 5-12, or P-12, depending on
certification area) for qualified individuals
with bachelor’s degrees and content majors
(or equivalent) in approved majors. Course
work and experiences in the program
provide students who have a deep
knowledge of their respective disciplines,
but no background in professional
education, with the pedagogical knowledge
and skills to become highly qualified
educators in their fields. Upon completion
of the program, graduates will be
professional educators who possess the
dispositions and skills to apply state-ofthe-art, evidence-based, best teaching
practices to increase student achievement.
This program is appropriate for three
groups of students: students admitted to
GSKyTeach, WKU’s innovative,
residential, cohort program for prospective
mathematics and science teachers; students
who qualify for Option 6 of Kentucky’s
Education Professional Standards Board’s
(EPSB) Alternate Routes to Teacher
Certification; and other qualified postbaccalaureate students who have
completed the equivalent of an
undergraduate major in a certification area
approved by Kentucky’s EPSB for
secondary certification (Grades 8-12, 5-12,
or P-12).
Students are expected to become
competent in theory, research, and
application of best teaching practices in
their respective fields and to exhibit
appropriate teacher disposition behaviors
as indicated by the College of Education
and Behavioral Sciences Teacher
Disposition Rating Form. All professional
education courses in the program require
satisfactory completion of critical
performance indicators (CPIs); these must
be submitted as directed before the final
course grade is recorded. Each course’s
CPIs become a part of the student’s
portfolio that is reviewed periodically
throughout the program.
Students who participate in the Alternate
Route to Teacher Certification option must
meet additional requirements in order to
qualify for temporary provisional
certification and complete all requirements
for certification within three years of the
time of employment by a school district. A
recommendation for professional
certification will be contingent upon
successful completion of the Kentucky
Teacher Internship Program (KTIP) and
submission of qualifying scores on all
required examinations for the desired area
of certification. Additional information
Admission Requirements
MAE Secondary Education (Alternate
Route to Teacher Certification)
1. Completion of content course work in
the following: single subject for Middle
Grades Education mathematics and
sciences or two of the following
mathematics, science, language arts, or
social studies. Completion of content
course work for secondary certification:
art, biology, chemistry, history, music,
English, French, German, Spanish, or
physics.
2. Completion of a baccalaureate degree
with an overall undergraduate GPA of 2.5
or higher;
3. Passing score on PRAXIS II exams on
file before starting program;
4. Acceptable GAP score and GRE
writing score on file in Graduate Studies
before starting program;
5. Commitment of employment from a
Kentucky school district before beginning
program;
6. Meet the admission requirements
identified by the respective content area;
7. Favorable recommendation based on
interview by screening committee, which
will include a faculty member from the
identified content area.
about this Alternate Route to Teacher
Certification may be found on the website
for the Office of Teacher Services.
Upon successful completion of the MAT
in Secondary Education for Initial
Certification and satisfaction of all other
certification requirements, students who do
not participate in the Alternate Route to
Certification option will qualify for a
Statement of Eligibility for Certification.
Admission Requirements
Applicants must meet one of the
following:
MAT for Secondary Education for
Initial Certification Program Admission
Criteria:
To be considered for admission, applicants
must:
• Document completion of a bachelor's
degree with a major, or equivalent, in
an approved subject area and from an
accredited institution.
• Be recommended for admission
following a transcript review by an
MAT advisor associated with the
certification area sought (If
deficiencies are cited the applicant may
be required to take additional
undergraduate courses).
• Present a letter of application
(including professional goals).
• Document a cumulative overall grade
point average (GPA) of 2.75 or above
(counting all course work,
undergraduate or graduate) OR a GPA
of 3.0 in the last 60 hours of course
work (counting all course work,
undergraduate or graduate).
• Submit documentation to satisfy all
criteria for admission to professional
education.
• Provide qualifying Praxis II score(s), if
applicable, in the desired certification
area.
OR
MAE Secondary Degree Requirements:
Required Professional Education Course
Components –21 hours
Professional Development Component—6
hours
EDU 501 Seminar: Designing Professional
Development Plan
EDU 596 Portfolio Development and
Professional Education Growth Plan EDU
590 Advanced Internship
Educational Psychology Component—3
hours
PSY 511 Psychology of Learning OR PSY
510 Advanced Educational Psychology
Curriculum Component—3 hours
EDU 520 Planning for Instruction
Strategies Component—3 hours
EDU 521 Implementing an Instructional
Plan
Exceptional Component—3 hours
EXED 516 Exceptional Child:
Perspectives and Issues
Research/Assessment Component—3
hours
EDFN 500 Research Methods
Content Related Component –9 hours
Courses will be selected from the teaching
discipline. The specific selection of
courses will be based upon candidate preassessment. The course selections must be
approved by the candidate's program
advisory committee, which will include a
representative from the candidate's
teaching discipline.
Total: 30 hours
GSKyTeach Program Admission
Criteria:
Requirements to become a GSKyTeach
candidate include the following:
• A baccalaureate degree with a
major in physics, chemistry, or
mathematics with a 2.5 GPA in the
major area of concentration.
• A minimum undergraduate gpa of
2.5.
• A GAP score of 2200 (or
equivalent): This is based on the
GRE score (verbal and
quantitative) multiplied by the
overall undergraduate GPA.
• A score of 3.5 on the Analytical
Writing portion of the GRE.
• A successful background check.
• A passing score on Praxis test in
major area (This score may be
submitted within the first year of
the teacher residency).
• A commitment to full attendance
and participation in all GSKyTeach
coursework and program-related
activities.
• A willingness to teach three years
in Jefferson County Schools after
completion of the GSKyTeach
residency year.
GSKyTeach Program Admission
Requirements:
Requirements to become a GSKyTeach
Candidate include the following:
• A baccalaureate degree with a
major in physics, chemistry, or
mathematics with a 2.5 GPA in the
major area of concentration.
• A minimum undergraduate gpa of
2.5.
• A GAP score of 2,200: This is
based on the GRE score (verbal
and quantitative) multiplied by the
overall undergraduate GPA.
• A score of 3.5 on the Analytical
Writing portion of the GRE.
• A successful background check.
• A passing score on Praxis test in
major area (This score may be
submitted within the first year of
the teacher residency).
• A commitment to full attendance
and participation in all GSKyTeach
coursework and program-related
activities.
• A willingness to teach three years
in Jefferson County Schools after
completion of the GSKyTeach
residency year.
Degree Requirements – 30 hours
GSKyTeach:
SMED 501: Designing Instructional
Sequences in Science and Math Education
SMED 510: Advanced Topics in Knowing
SMED 520: Management for Positive
Learning Environments
SMED 530: Literacy Support
Program Requirements: 30 - 36 hours
• Selection of specific courses
requires advisor approval
• Enrollment in SMED courses is
restricted to students admitted into
the GSKyTeach program
Introduction to Professional Education
Course:
EDU 520: Planning for Instruction (3 hrs.)
(Must be taken in the first 6 hours) OR
SMED 501: Designing Instructional
Sequences in Science and Math Education
(3 hrs.)
3
SMED 560: Developing Professional
Learning Communities
SMED 589: Science & Math Education
Internship Seminar
SMED 590: Teacher Internship
SMED 620: Collaborative Research
SMED 630: Action Research
TOTAL30 hours
Educational Technology LME 535:
Survey of Educational Technology
Practices (3 hrs.)
Not required for GSKyTeach students.
Educational Psychology:
PSY 510: Advanced Educational
Psychology (3 hrs.) OR
SMED 510: Advanced Topics in Knowing
(3 hrs.)
Diversity & Classroom Management:
EDU 522: Fundamentals of Differentiated
Instruction (3 hrs.) OR
SMED 520: Management for Positive
Learning Environments (3 hrs.)
Assessment:
EDU 570: Educational Assessment for All
Learners (3 hrs.) OR
SMED 560: Developing Professional
Learning Communities (3 hrs.)
Literacy Component:
LTCY 510: Course title: Methods of
Teaching Literacy to Adolescents (3 hrs.)
OR
SMED 530: Literacy Support (3 hrs.)
3
Research Skills:
TCHL 520: Principles of Action Research
for Teacher Leaders (3 hrs.) OR
EDFN 500: Research Methods (3 hrs.)
OR
SMED 620: Collaborative Research (3
hrs.) AND
SMED 630: Action Research (1 hour)
Content Methods Course:
Program-specific content methods course
approved by the advisor.
Not required for GSKyTeach students.
Internship:
EDU 589: Advanced Internship for the
MAT (6 hours) OR
SMED 590: Teacher Internship (8 hours)
3-4
3
3
3
3
3
6-8
Electives:
Advisor-approved content electives from
the student’s teaching discipline selected
with advisor approval. Not required for
GSKyTeach students
Total
4.
30-36
hours
Rationale for the proposed program change:
•
•
•
•
5.
0-6
With the recent development of the Teacher Leader MAE programs for advanced
certification, a program revision is needed for initial certification at the master’s
level. A new degree type, the Master of Arts in Teaching, has been developed for
initial certification programs at the master’s level, so the present initial
certification concentrations and cohort programs, including the alternate route to
certification programs, should be moved to the MAT degree. This change will
clarify the focus and mission of the MAEs as being for advanced certification and
the MATs as being for initial certification.
The current graduate programs that lead to initial certification will be moved to
the new MAT. Therefore, the Alternative Route to Teacher Certification/Master
of Arts in Education: Middle Grades/ Secondary will be moved and the name of
the program under the MAT will be Secondary Education for Initial Certification.
A review of similar MAT programs of WKU benchmark universities found
admission requirements similar to those proposed here. Further, the proposed
admission requirements were created considering the needs of possible candidates
for initial certification at the master’s degree level.
The current Master of Arts in Education (MAE) furthers the knowledge and skills
of currently certified teachers. The students in the Master of Arts in Teaching
(MAT) will be seeking initial certification. Although they presumably possess the
content knowledge of their certification areas, they lack the pedagogical
knowledge and skills. The proposed curriculum is intended to address the
specific needs of these students.
Proposed term for implementation and special provisions (if applicable):
•
Fall 2012, or as soon as all approvals have been attained.
6.
Dates of prior committee approvals:
School of Teacher Education:
09/09/2011
CEBS Curriculum Committee
10/04/2011
Professional Education Council
Graduate Council
University Senate
Proposal Date: 09/07/2011
College of Education and Behavioral Sciences
School of Teacher Education
Proposal to Revise A Program
(Action Item)
Contact Person: Michael McDonald, michael.mcdonald@wku.edu, 5-3097
1.
Identification of program:
1.1
Current program reference number: 139
1.2
Current program title: Alternative Route To Teacher Certification/Master Of Arts
In Education: Middle Grades Education
1.3
Credit hours: 30-36
2.
Identification of the proposed program changes:
•
Change the degree type from the Master of Arts in Education to the Master of
Arts in Teaching
•
Change the program title: Middle Grades Education for Initial Certification
•
Revise admission requirements
•
Revise curriculum
3.
Detailed program description:
CURRENT PROGRAM
Master of Arts in Education
Middle Grades (Middle Grades Math &
Science) Or Secondary Education
Catalog Description
The most current program information
(e.g., admission requirements, required
curriculum, etc.) may be found on the
program website at
http://edtech.wku.edu/~teachsvs/alternate_
route/index.htm.
A recommendation for certification will
be contingent upon successful completion
of the Kentucky Teacher Internship
Program (KTIP) and submission of
qualifying scores on the Principles of
Learning and Teaching. All requirements
for certification must be completed within
three years of the time of employment by a
school district.
PROPOSED PROGRAM
Master of Arts in Teaching: Middle
Grades Education for Initial
Certification
Catalog Description
The MAT in Middle Grades Education
for Initial Certification leads to initial
teacher certification in middle grades
education (Grades 5-9) for qualified
individuals with bachelor’s degrees and
content majors (or equivalent) in approved
majors. Course work and experiences in
the program provide students who have a
deep knowledge of their respective
disciplines, but no background in
professional education, with the
pedagogical knowledge and skills to
become highly qualified educators in their
fields. Upon completion of the program,
graduates will be professional educators
who possess the dispositions and skills to
apply state-of-the-art, evidence-based, best
teaching practices to increase student
achievement.
This program is appropriate for three
groups of students: students admitted to
GSKyTeach, WKU’s innovative,
residential, cohort program for prospective
mathematics and science teachers; students
who qualify for Option 6 of Kentucky’s
Education Professional Standards Board’s
(EPSB) Alternate Routes to Teacher
Certification; and other qualified postbaccalaureate students who have
completed the equivalent of an
undergraduate major in a certification area
approved by Kentucky’s EPSB for middle
grades certification (Grades 5-9).
Students are expected to become
competent in theory, research, and
application of best teaching practices in
their respective fields and to exhibit
appropriate teacher disposition behaviors
as indicated by the College of Education
and Behavioral Sciences Teacher
Disposition Rating Form. All professional
education courses in the program require
satisfactory completion of critical
performance indicators (CPIs); these must
be submitted as directed before the final
course grade is recorded. Each course’s
CPIs become a part of the student’s
portfolio that is reviewed periodically
throughout the program.
Students who participate in the
Alternate Route to Teacher Certification
option must meet additional requirements
in order to qualify for temporary
provisional certification and complete all
requirements for certification within three
years of the time of employment by a
school district. A recommendation for
professional certification will be
contingent upon successful completion of
the Kentucky Teacher Internship Program
(KTIP) and submission of qualifying
scores on all required examinations for the
desired area of certification. Additional
information about this Alternate Route to
Admission Requirements
MAE Secondary Education (Alternate
Route to Teacher Certification)
1. Completion of content course work in
the following: single subject for Middle
Grades Education mathematics and
sciences or two of the following
mathematics, science, language arts, or
social studies. Completion of content
course work for secondary certification:
art, biology, chemistry, history, music,
English, French, German, Spanish, or
physics.
2. Completion of a baccalaureate degree
with an overall undergraduate GPA of 2.5
or higher;
3. Passing score on PRAXIS II exams on
file before starting program;
4. Acceptable GAP score and GRE
writing score on file in Graduate Studies
before starting program;
5. Commitment of employment from a
Kentucky school district before beginning
program;
6. Meet the admission requirements
identified by the respective content area;
7. Favorable recommendation based on
interview by screening committee, which
will include a faculty member from the
identified content area.
Teacher Certification may be found on the
website for the Office of Teacher Services.
Upon successful completion of the
MAT in Middle Grades Education for
Initial Certification and satisfaction of all
other certification requirements, students
who do not participate in the Alternate
Route to Certification option will qualify
for a Statement of Eligibility for
Certification.
Admission Requirements
Applicants must meet one of the
following:
MAT Middle Grades Education for
Initial Certification Program Admission
Criteria:
To be considered for admission, applicants
must:
• Document completion of a bachelor's
degree with a major, or equivalent, in
an approved subject area and from an
accredited institution.
• Be recommended for admission
following a transcript review by an
MAT advisor associated with the
certification area sought (If
deficiencies are cited the applicant may
be required to take additional
undergraduate courses).
• Present a letter of application
(including professional goals).
• Document a cumulative overall grade
point average (GPA) of 2.75 or above
(counting all course work,
undergraduate or graduate) OR a GPA
of 3.0 in the last 60 hours of course
work (counting all course work,
undergraduate or graduate).
• Submit documentation to satisfy all
criteria for admission to professional
education.
• Provide qualifying Praxis II score(s), if
applicable, in the desired certification
area.
MAE Secondary Degree Requirements:
Required Professional Education Course
Components –21 hours
Professional Development Component—6
hours
EDU 501 Seminar: Designing Professional
Development Plan
EDU 596 Portfolio Development and
Professional Education Growth Plan EDU
590 Advanced Internship
Educational Psychology Component—3
hours
PSY 511 Psychology of Learning OR PSY
510 Advanced Educational Psychology
Curriculum Component—3 hours
EDU 520 Planning for Instruction
Strategies Component—3 hours
EDU 521 Implementing an Instructional
Plan
Exceptional Component—3 hours
EXED 516 Exceptional Child:
Perspectives and Issues
Research/Assessment Component—3
hours
EDFN 500 Research Methods
Content Related Component –9 hours
Courses will be selected from the teaching
discipline. The specific selection of
courses will be based upon candidate preassessment. The course selections must be
approved by the candidate's program
advisory committee, which will include a
representative from the candidate's
teaching discipline.
Total: 30 hours
OR
GSKyTeach Program Admission
Criteria:
Requirements to become a GSKyTeach
candidate include the following:
• A baccalaureate degree with a
major in physics, chemistry, or
mathematics with a 2.5 GPA in the
major area of concentration.
• A minimum undergraduate gpa of
2.5.
• A GAP score of 2200 (or
equivalent): This is based on the
GRE score (verbal and
quantitative) multiplied by the
overall undergraduate GPA.
• A score of 3.5 on the Analytical
Writing portion of the GRE.
• A successful background check.
• A passing score on Praxis test in
major area (This score may be
submitted within the first year of
the teacher residency).
• A commitment to full attendance
and participation in all GSKyTeach
coursework and program-related
activities.
• A willingness to teach three years
in Jefferson County Schools after
completion of the GSKyTeach
residency year.
GSKyTeach Program Admission
Requirements:
Requirements to become a GSKyTeach
Candidate include the following:
• A baccalaureate degree with a
major in physics, chemistry, or
mathematics with a 2.5 GPA in the
major area of concentration.
• A minimum undergraduate gpa of
2.5.
• A GAP score of 2,200: This is
based on the GRE score (verbal
and quantitative) multiplied by the
overall undergraduate GPA.
• A score of 3.5 on the Analytical
Writing portion of the GRE.
• A successful background check.
• A passing score on Praxis test in
major area (This score may be
submitted within the first year of
the teacher residency).
• A commitment to full attendance
and participation in all GSKyTeach
coursework and program-related
activities.
• A willingness to teach three years
in Jefferson County Schools after
completion of the GSKyTeach
residency year.
Degree Requirements – 30 hours
GSKyTeach:
SMED 501: Designing Instructional
Sequences in Science and Math Education
SMED 510: Advanced Topics in Knowing
SMED 520: Management for Positive
Learning Environments
SMED 530: Literacy Support
Program Requirements: 30 - 36 hours
• Selection of specific courses
requires advisor approval
• Enrollment in SMED courses is
restricted to students admitted into
the GSKyTeach program
Introduction to Professional Education
Course:
EDU 520: Planning for Instruction (3 hrs.)
(Must be taken in the first 6 hours) OR
SMED 501: Designing Instructional
Sequences in Science and Math Education
(3 hrs.)
3
SMED 560: Developing Professional
Learning Communities
SMED 589: Science & Math Education
Internship Seminar
SMED 590: Teacher Internship
SMED 620: Collaborative Research
SMED 630: Action Research
TOTAL 30 hours
Educational Technology:
LME 535: Survey of Educational
Technology Practices (3 hrs.)
Not required for GSKyTeach students.
Educational Psychology:
PSY 510: Advanced Educational
Psychology (3 hrs.) OR
SMED 510: Advanced Topics in Knowing
(3 hrs.)
Diversity & Classroom Management:
EDU 522: Fundamentals of Differentiated
Instruction (3 hrs.) OR
SMED 520: Management for Positive
Learning Environments (3 hrs.)
Assessment:
EDU 570: Educational Assessment for All
Learners (3 hrs.) OR
SMED 560: Developing Professional
Learning Communities (3 hrs.)
Literacy Component:
LTCY 510: Course title: Methods of
Teaching Literacy to Adolescents (3 hrs.)
OR
SMED 530: Literacy Support (3 hrs.)
3
Research Skills:
TCHL 520: Principles of Action Research
for Teacher Leaders (3 hrs.) OR
EDFN 500: Research Methods (3 hrs.) OR
3-4
SMED 620: Collaborative Research AND
SMED 630: Action Research (1 hour)
Content Methods Course:
Program-specific content methods course
approved by the advisor.
Not required for GSKyTeach students.
Internship:
EDU 589: Advanced Internship for the
MAT (6 hours)
SMED 590: Teacher Internship (8 hours)
3
3
3
3
3
6-8
Electives:
Advisor-approved content electives from
the student’s teaching discipline selected
with advisor approval.
Not required for GSKyTeach students.
Total
4.
30-36
hours
Rationale for the proposed program change:
•
•
•
•
5.
0-6
With the recent development of the Teacher Leader MAE programs for advanced
certification, a program revision is needed for initial certification at the master’s
level. A new degree type, the Master of Arts in Teaching, has been developed for
initial certification programs at the master’s level, so the present initial
certification concentrations and cohort programs, including the alternate route to
certification programs, should be moved to the MAT degree. This change will
clarify the focus and mission of the MAEs as being for advanced certification and
the MATs as being for initial certification.
The current graduate programs that lead to initial certification will be moved to
the new MAT. Therefore, the Alternative Route to Teacher Certification/Master
of Arts in Education: Middle Grades/ Secondary will be moved and the name of
the program under the MAT will be Middle Grades Education for Initial
Certification.
A review of similar MAT programs of WKU benchmark universities found
admission requirements similar to those proposed here. Further, the proposed
admission requirements were created considering the needs of possible candidates
for initial certification at the master’s degree level.
The current Master of Arts in Education (MAE) furthers the knowledge and skills
of currently certified teachers. The students in the Master of Arts in Teaching
(MAT) will be seeking initial certification. Although they presumably possess the
content knowledge of their certification areas, they lack the pedagogical
knowledge and skills. The proposed curriculum is intended to address the
specific needs of these students.
Proposed term for implementation and special provisions (if applicable):
•
Fall 2012, or as soon as all approvals have been attained.
6.
Dates of prior committee approvals:
School of Teacher Education:
09/09/2011
CEBS Curriculum Committee
10/04/2011
Professional Education Council
Graduate Council
University Senate
Proposal Date: 9-9-11
College of Education and Behavioral Sciences
School of Teacher Education
Proposal to Revise a Program
(Action Item)
Contact Person: Dr. Lisa Murley, lisa.murley@wku.edu, 5-8822
1.
Identification of program:
1.1
Current program reference number: #0433
1.2
Current program title: Master of Arts in Education: Elementary Education for Teacher
Leaders
1.3
Credit hours: 30-31
2.
Identification of the proposed program changes:
Revision of Mid-Point Assessment policy. Highlighted text indicates revision.
3.
Detailed program description:
Current Program
Proposed Program
This program is designed to develop Teacher
Leaders who can positively impact student
learning in their classrooms and schools.
Courses and experiences include Professional
Learning Communities in which students
interact with other graduate students from
various content areas and grade levels to discuss
and work on real world challenges and
promising practices they encounter in schools.
This program is designed to develop Teacher
Leaders who can positively impact student
learning in their classrooms and schools.
Courses and experiences include Professional
Learning Communities in which students
interact with other graduate students from
various content areas and grade levels to
discuss and work on real world challenges and
promising practices they encounter in schools.
The program is divided into two instructional
components. The first component, Professional
Education, provides advanced level pedagogy,
leadership, and content related to Kentucky
Teacher Standards and applicable to all P-12
teachers working in a wide gamut of
developmental levels and content areas.
The program is divided into two instructional
components. The first component, Professional
Education, provides advanced level pedagogy,
leadership, and content related to Kentucky
Teacher Standards and applicable to all P-12
teachers working in a wide gamut of
developmental levels and content areas.
The second component, Specialization, directs
the candidate into an individual program in
content, pedagogy, and/or areas of professional
growth concurrent with the goals of each
candidate.
The second component, Specialization, directs
the candidate into an individual program in
content, pedagogy, and/or areas of professional
growth concurrent with the goals of each
candidate.
An Action Research Project for Teacher
Leaders focusing on a classroom, school, or
district issue is the capstone for the completion
An Action Research Project for Teacher
Leaders focusing on a classroom, school, or
district issue is the capstone for the completion
of the program.
of the program.
During the first course in the program, TCHL
500 Foundations of Teacher Leadership,
students will complete an assessment process
that will be used in determining which TCHL
core courses they must take (see Important Note
below). All students must either complete
TCHL 540, 544, 548, 550, 554, and 558 or pass
proficiency evaluations for these courses.
TCHL 500, 520, 530, and 560 are required for
all students, and there are no proficiency
evaluations that may be substituted for these
courses.
During the first course in the program, TCHL
500 Foundations of Teacher Leadership,
students will complete an assessment process
that will be used in determining which TCHL
core courses they must take (see Important
Note below). All students must either complete
TCHL 540, 544, 548, 550, 554, and 558 or pass
proficiency evaluations for these courses.
TCHL 500, 520, 530, and 560 are required for
all students, and there are no proficiency
evaluations that may be substituted for these
courses.
Admission Requirements: (Criteria vary,
depending on the student’s undergraduate
institution and GPA):
• Applicants who are alumni of WKU teacher
preparation programs must submit a current,
valid teaching certificate or Statement of
Eligibility* for Elementary (Grades P-5).
• Applicants with undergraduate degrees
from all other accredited universities will
be admitted without a qualifying GRE score if
they have a minimum 2.75 GPA for all previous
coursework (undergraduate and graduate) and a
valid teaching certificate for elementary
education. A copy of the certificate must be
submitted with the application.
• Applicants with undergraduate degrees
from all other accredited universities with a
GPA lower than 2.75 (undergraduate and
graduate) must achieve a GAP (GRE score
multiplied by the undergraduate GPA) score of
2200 or higher and a GRE Analytical Writing
score of 3.5 or higher and have a valid teaching
certificate for elementary education. A copy of
the certificate must be submitted with the
application.
• Applicants to the MAE program in
Elementary Education must hold or be eligible
to hold a teaching certificate at the elementary
level OR have a valid elementary program on
file with the Office of Teacher Services. (Note:
Conversion program must be completed prior to
or simultaneously with the MAE.)
Admission Requirements: (Criteria vary,
depending on the student’s undergraduate
institution and GPA):
• Applicants who are alumni of WKU teacher
preparation programs must submit a current,
valid teaching certificate or Statement of
Eligibility* for Elementary (Grades P-5).
• Applicants with undergraduate degrees
from all other accredited universities will
be admitted without a qualifying GRE score if
they have a minimum 2.75 GPA for all
previous coursework (undergraduate and
graduate) and a valid teaching certificate for
elementary education. A copy of the certificate
must be submitted with the application.
• Applicants with undergraduate degrees
from all other accredited universities with a
GPA lower than 2.75 (undergraduate and
graduate) must achieve a GAP (GRE score
multiplied by the undergraduate GPA) score of
2200 or higher and a GRE Analytical Writing
score of 3.5 or higher and have a valid teaching
certificate for elementary education. A copy of
the certificate must be submitted with the
application.
• Applicants to the MAE program in
Elementary Education must hold or be eligible
to hold a teaching certificate at the elementary
level OR have a valid elementary program on
file with the Office of Teacher Services. (Note:
Conversion program must be completed prior
to or simultaneously with the MAE.)
*Applicants whose certificates have expired
may be admitted, but they may enroll for only
six hours before they must apply to the EPSB
*Applicants whose certificates have expired
may be admitted, but they may enroll for only
six hours before they must apply to the EPSB
for re-issued certificates. After completion of
six hours, a student admitted with an expired
certificate must submit a copy of the re-issued
certificate before being allowed to register for
any additional courses.
for re-issued certificates. After completion of
six hours, a student admitted with an expired
certificate must submit a copy of the re-issued
certificate before being allowed to register for
any additional courses.
Important Note: While enrolled in TCHL 500,
master’s candidates will use several documents,
including their KTIP assessments or in-kind
examples, dispositions self-surveys, referrals
from school personnel, and their respective
School Improvement Plan, to develop with their
respective program advisors individualized
programs of study of 30-31 hours related to
Kentucky Teacher Standards and professional
goals. Each student’s program of study will
include some or all of the TCHL courses, plus
additional education-related or content courses.
Professional Education Component—9-16
hours
TCHL 500 – Foundations of Teacher
Leadership (3 hours)
TCHL 530 – Curriculum Development (3
hours)
TCHL 540 – Classroom Instruction:
Instructional Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable
School and Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing
the Learning Environment (1 hour)
TCHL 550 – Student Assessment I:
Fundamentals of Student Assessment (1 hour)
TCHL 554 – Student Assessment II:
Standardized Testing (1 hour)
TCHL 558 – Student Assessment III:
Classroom Tests and Instruments (2 hours)
TCHL 560 – Action Research Capstone for
Teacher Leaders (3 hours)
Important Note: While enrolled in TCHL
500, master’s candidates will use several
documents, including their KTIP assessments
or in-kind examples, dispositions self-surveys,
referrals from school personnel, and their
respective School Improvement Plan, to
develop with their respective program advisors
individualized programs of study of 30-31
hours related to Kentucky Teacher Standards
and professional goals. Each student’s program
of study will include some or all of the TCHL
courses, plus additional education-related or
content courses.
Professional Education Component—9-16
hours
TCHL 500 – Foundations of Teacher
Leadership (3 hours)
TCHL 530 – Curriculum Development (3
hours)
TCHL 540 – Classroom Instruction:
Instructional Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable
School and Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing
the Learning Environment (1 hour)
TCHL 550 – Student Assessment I:
Fundamentals of Student Assessment (1 hour)
TCHL 554 – Student Assessment II:
Standardized Testing (1 hour)
TCHL 558 – Student Assessment III:
Classroom Tests and Instruments (2 hours)
TCHL 560 – Action Research Capstone for
Teacher Leaders (3 hours)
Courses in boldface are required.
Courses in boldface are required.
Mid-Point Assessment Requirements:
To ensure that all students are proficient on
Advanced Level Kentucky Teacher Standards,
all Critical Performances associated with the
above TCHL courses must be completed, even
if a candidate’s program of studies does not
include the courses. Except for TCHL 520 and
560, which should be taken toward the end of
their program, candidates may only complete 6
Mid-Point Assessment Requirements:
To ensure master's candidates are proficient on
Advanced Level Teacher Standards, it is
recommended that a majority of the Critical
Performances associated with the above TCHL
courses be completed prior to the Specialization
Component. Students must achieve an average
of 3.0 on all Critical Performances and an
average score of 3 on dispositions even though
hours in their Specialization Component before
they have taken all TCHL courses and/or
uploaded all Critical Performances and have
achieved an average score of 3.0 on all
performances and an average score of 3 on
dispositions. Additional course work may be
required based on the assessment results.
Specialization Component—15-21 hours
Required: 6 hours
TCHL 520 – Principles of Action Research
for Teacher Leaders (3 hours)
Advisor-approved content-specific course (3
hours)
Electives: 9-15 hours Advisor-approved
courses selected from discipline in which
student is certified or related courses relevant to
the student’s professional needs and goals. In
place of the content electives, students may
substitute course work for endorsements (e.g.,
English as a Second Language, Gifted and
Talented Education, Environmental Education,
and Instructional Computer Technology or other
approved endorsements) or for meeting
prerequisites for Instructional Leader programs.
Total Program Hours: 30-31
Program Completion Requirements:
Candidates must successfully complete TCHL
560 – Action Research Capstone for Teacher
Leaders (Course Grade of C or higher) and
present research results in an approved venue.
Candidates must achieve a minimum 3.0 GPA
overall and in program course work.
a candidate's program of studies does not
include the courses. Additional course work
may be required based on the assessment
results.
Students are expected to enroll in TCHL 500 at
the beginning of their program and in TCHL
560 toward the end, and in general, students
should complete the professional education
core (the TCHL courses except TCHL 560) as
early as possible. Students should consult with
their advisors regarding the optimal sequence
of course work to meet their professional goals.
Specialization Component—15-21 hours
Required: 6 hours
TCHL 520 – Principles of Action Research
for Teacher Leaders (3 hours)
Advisor-approved content-specific course (3
hours)
Electives: 9-15 hours Advisor-approved
courses selected from discipline in which
student is certified or related courses relevant to
the student’s professional needs and goals. In
place of the content electives, students may
substitute course work for endorsements (e.g.,
English as a Second Language, Gifted and
Talented Education, Environmental Education,
and Instructional Computer Technology or
other approved endorsements) or for meeting
prerequisites for Instructional Leader programs.
Total Program Hours: 30-31
Program Completion Requirements:
Candidates must successfully complete TCHL
560 – Action Research Capstone for Teacher
Leaders (Course Grade of C or higher) and
present research results in an approved venue.
Candidates must achieve a minimum 3.0 GPA
overall and in program course work.
4.
Rationale for the proposed program change:
Since beginning implementation of this program, it has become clear that the midpoint
assessment should be revised based upon feedback from advisors and students. Specifically,
we cannot offer enough sections of the TCHL courses to accommodate students, which leave
students without courses to take if they are required to wait for TCHL courses in the
Professional Education Component to become available. In addition, students with transfer
hours that count in the Specialization Component (e.g., Gifted Cohorts) cannot be in
compliance with this requirement even when first accepted into the program.
Therefore, the current requirement which reads “Except for TCHL 520 and 560, which should
be taken toward the end of their program, candidates may only complete 6 hours in their
Specialization Component before they have taken all TCHL courses…” is difficult to
implement.
5.
Proposed term for implementation and special provisions (if applicable): Spring 2012
6.
Dates of prior committee approvals:
School of Teacher Education
09/09/2011
CEBS Curriculum Committee
10/04/2011
Professional Education Council
__________________
Graduate Council
__________________
University Senate
__________________
Attachment: Program Inventory Form
Proposal Date: 09/01/2011
College of Education and Behavioral Sciences
School of Teacher Education
Proposal to Revise a Program
(Action Item)
Contact Person: Rebecca Stobaugh, Rebecca.stobaugh@wku.edu, 745-4497
1.
Identification of program:
1.1
Current program reference number: #0434
1.2
Current program title: MAE MG Ed for TL
1.3
Credit hours: 30-37
2.
Identification of the proposed program changes:
This revision (found in the Mid-Point Assessment Requirements section) allows students
to take Specialization Component courses earlier in their program.
3.
Detailed program description:
Current Program
Proposed Program
This program is designed to develop Teacher Leaders
who can positively impact student learning in their
classrooms and schools. Courses and experiences
include Professional Learning Communities in which
students interact with other graduate students from
various content areas and grade levels to discuss and
work on real world challenges and promising practices
they encounter in schools.
This program is designed to develop Teacher Leaders who
can positively impact student learning in their classrooms
and schools. Courses and experiences include Professional
Learning Communities in which students interact with
other graduate students from various content areas and
grade levels to discuss and work on real world challenges
and promising practices they encounter in schools.
The program is divided into two instructional
components. The first component, Professional
Education, provides advanced level pedagogy,
leadership, and content related to Kentucky Teacher
Standards and applicable to all P-12 teachers working
in the wide gamut of developmental levels and content
areas.
The second component, Specialization, directs the
candidate into an individual program in content,
pedagogy, and/or areas of professional growth
concurrent with the goals of each candidate.
An Action Research Project for Teacher Leaders,
focusing on a classroom, school, or district issue, is
the capstone for the completion of the program.
During the first course in the program, TCHL 500
Foundations of Teacher Leadership, students will
complete an assessment process that will be used in
determining which TCHL core courses they must take
(see Important Note below). All students must either
The program is divided into two instructional components.
The first component, Professional Education, provides
advanced level pedagogy, leadership, and content related
to Kentucky Teacher Standards and applicable to all P-12
teachers working in the wide gamut of developmental
levels and content areas.
The second component, Specialization, directs the
candidate into an individual program in content, pedagogy,
and/or areas of professional growth concurrent with the
goals of each candidate.
An Action Research Project for Teacher Leaders, focusing
on a classroom, school, or district issue, is the capstone for
the completion of the program.
During the first course in the program, TCHL 500
Foundations of Teacher Leadership, students will
complete an assessment process that will be used in
determining which TCHL core courses they must take (see
Important Note below). All students must either complete
TCHL 540, 544, 548, 550, 554, and 558 or pass
proficiency evaluations for these courses. TCHL 500, 520,
complete TCHL 540, 544, 548, 550, 554, and 558 or
pass proficiency evaluations for these courses. TCHL
500, 520, 530, and 560 are required for all students,
and there are no proficiency evaluations that may be
substituted for these courses.
Admission Requirements: (Criteria vary, depending
on the student’s undergraduate institution and GPA):
1. WKU Graduate: Admission
Applicants who are alumni of WKU teacher
preparation programs must submit a current, valid
teaching certificate or Statement of Eligibility* for
Middle Grades (Grades 5-9).
2. Graduate of a Kentucky Higher Education Institute
other than WKU:
Applicants with undergraduate degrees from
Kentucky higher education accredited universities
must have a 2.75 GPA for all previous
undergraduate coursework and a 3.0 GPA for
previous graduate coursework or qualifying
GAP/GRE** scores and must have or be eligible
for a teaching certificate* for Middle Grades
(Grades 5-9). A copy of the certificate or
statement of eligibility must be submitted with the
application.
3. Graduate of an Out-of-State Institution of Higher
Education
Applicants with undergraduate degrees from all
other higher education accredited universities must
have a 2.75 GPA for all previous undergraduate
coursework and a 3.0 GPA for previous graduate
coursework or qualifying GRE/GAP** scores and
must have or be eligible for a teaching certificate*
for Middle Grades (Grades 5-9). A copy of the
certificate or statement of eligibility must be
submitted with the application.
*Kentucky applicants whose certificates have expired
may be admitted, but they may enroll for only six
hours before they must apply to the Kentucky
Education Professional Standards Board for re-issued
certificates. After completion of six hours, a student
admitted with an expired certificate must submit a
copy of the re-issued certificate before being allowed
to register for any additional courses. Applicants from
out-of-state with expired certificates must complete
the requirements for their respective states to renew
their certificates and submit a copy of the reissued
certificate.
**Qualifying GAP Score: 2200 or higher (GRE score
530, and 560 are required for all students, and there are no
proficiency evaluations that may be substituted for these
courses.
Admission Requirements: (Criteria vary, depending on the
student’s undergraduate institution and GPA):
1. WKU Graduate: Admission
Applicants who are alumni of WKU teacher preparation
programs must submit a current, valid teaching
certificate or Statement of Eligibility* for Middle
Grades (Grades 5-9).
2. Graduate of a Kentucky Higher Education Institute
other than WKU:
Applicants with undergraduate degrees from Kentucky
higher education accredited universities must have a
2.75 GPA for all previous undergraduate coursework
and a 3.0 GPA for previous graduate coursework or
qualifying GAP/GRE** scores and must have or be
eligible for a teaching certificate* for Middle Grades
(Grades 5-9). A copy of the certificate or statement of
eligibility must be submitted with the application.
3. Graduate of an Out-of-State Institution of Higher
Education
Applicants with undergraduate degrees from all other
higher education accredited universities must have a
2.75 GPA for all previous undergraduate coursework
and a 3.0 GPA for previous graduate coursework or
qualifying GRE/GAP** scores and must have or be
eligible for a teaching certificate* for Middle Grades
(Grades 5-9). A copy of the certificate or statement of
eligibility must be submitted with the application.
*Kentucky applicants whose certificates have expired may
be admitted, but they may enroll for only six hours before
they must apply to the Kentucky Education Professional
Standards Board for re-issued certificates. After
completion of six hours, a student admitted with an
expired certificate must submit a copy of the re-issued
certificate before being allowed to register for any
additional courses. Applicants from out-of-state with
expired certificates must complete the requirements for
their respective states to renew their certificates and submit
a copy of the reissued certificate.
**Qualifying GAP Score: 2200 or higher (GRE score
multiplied by the undergraduate GPA for a score) and a
GRE Analytical Writing score of 3.5 or higher
Important Note: While enrolled in TCHL 500, master’s
candidates will use several documents, including their
multiplied by the undergraduate GPA for a score) and
a GRE Analytical Writing score of 3.5 or higher
Important Note: While enrolled in TCHL 500,
master’s candidates will use several documents,
including their KTIP assessments or in-kind examples,
dispositions self-surveys, referrals from school
personnel, and their respective School Improvement
Plan, to develop with their respective program
advisors individualized programs of study of 30-31
hours related to Kentucky Teacher Standards and
professional goals. Each student’s program of study
will include some or all of the TCHL courses, plus
additional education-related or content courses.
Courses in boldface are required.
Professional Education Core—9-16 hours
TCHL 500 – Foundations of Teacher Leadership (3
hours)
TCHL 530 – Curriculum Development (3 hours)
TCHL 540 – Classroom Instruction: Instructional
Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable School
and Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing the
Learning Environment (1 hour)
TCHL 550 – Student Assessment I: Fundamentals of
Student Assessment (1 hour)
TCHL 554 – Student Assessment II: Standardized
Testing (1 hour)
TCHL 558 – Student Assessment III: Classroom Tests
and Instruments (2 hours)
TCHL 560 – Action Research Capstone for
Teacher Leaders (3 hours) or discipline-specific
action research course
Mid-Point Assessment Requirements:
To ensure that all students are proficient on Advanced
Level Kentucky Teacher Standards, all Critical
Performances associated with the above TCHL
courses must be completed, even if a candidate’s
program of studies does not include the courses.
Except for TCHL 560, which should be taken toward
the end of their program, students may complete no
more than 6 hours in their Specialization Component
before they have taken all TCHL courses and/or
uploaded all Critical Performances and have achieved
an average score of 3.0 on all performances and an
average score of 3 on dispositions. Additional course
work may be required based on the assessment results.
Specialization Component—14-21 hours
Required: 6 hours
KTIP assessments or in-kind examples, dispositions selfsurveys, referrals from school personnel, and their
respective School Improvement Plan, to develop with their
respective program advisors individualized programs of
study of 30-31 hours related to Kentucky Teacher
Standards and professional goals. Each student’s program
of study will include some or all of the TCHL courses,
plus additional education-related or content courses.
Courses in boldface are required.
Professional Education Core—9-16 hours
TCHL 500 – Foundations of Teacher Leadership (3
hours)
TCHL 530 – Curriculum Development (3 hours)
TCHL 540 – Classroom Instruction: Instructional
Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable School and
Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing the
Learning Environment (1 hour)
TCHL 550 – Student Assessment I: Fundamentals of
Student Assessment (1 hour)
TCHL 554 – Student Assessment II: Standardized Testing
(1 hour)
TCHL 558 – Student Assessment III: Classroom Tests and
Instruments (2 hours)
TCHL 560 – Action Research Capstone for Teacher
Leaders (3 hours) or discipline-specific action research
course
Mid-Point Assessment Requirements:
To ensure master's candidates are proficient on Advanced
Level Teacher Standards, it is recommended that a
majority of the Critical Performances associated with the
above TCHL courses be completed prior to the
Specialization Component. Students must achieve an
average of 3.0 on all Critical Performances and an average
score of 3 on dispositions even though a candidate's
program of studies does not include the courses.
Additional course work may be required based on the
assessment results.
Students are expected to enroll in TCHL 500 at the
beginning of their program and in TCHL 560 toward the
end, and in general, students should complete the
professional education core (the TCHL courses except
TCHL 560) as early as possible. Students should consult
with their advisors regarding the optimal sequence of
course work to meet their professional goals.
Specialization Component—14-21 hours
Required: 6 hours
TCHL 520 – Principles of Action Research for Teacher
Leaders (3 hours)
TCHL 520 – Principles of Action Research for
Teacher Leaders (3 hours)
Advisor-approved content-specific course ( 3
hours)
Electives: 8-15 hours
With advisor approval, students may select
appropriate elective courses from:
• the discipline in which the student is certified;
• academic disciplines related to P-12 common core
standards;
• CEBS content courses in exceptional education,
interdisciplinary early childhood education,
library media education, literacy, or psychology;
• approved endorsements (e.g., English as a Second
Language, Gifted and Talented Education,
Environmental Education, Instructional Computer
Technology); and
• courses identified as prerequisites for
Instructional Leader programs.
Total Program Hours: 30-37
Program Completion Requirements:
1. Successfully complete TCHL 560 (Course
grade of C or higher).
2. Give acceptable presentation of action
research in an approved venue.
Achieve a minimum 3.0 GPA overall and in program
course work.
Advisor-approved content-specific course ( 3 hours)
Electives: 8-15 hours
With advisor approval, students may select appropriate
elective courses from:
• the discipline in which the student is certified;
• academic disciplines related to P-12 common core
standards;
• CEBS content courses in exceptional education,
interdisciplinary early childhood education, library
media education, literacy, or psychology;
• approved endorsements (e.g., English as a Second
Language, Gifted and Talented Education,
Environmental Education, Instructional Computer
Technology); and
• courses identified as prerequisites for Instructional
Leader programs.
Total Program Hours: 30-37
Program Completion Requirements:
1. Successfully complete TCHL 560 (Course grade
of C or higher).
2. Give acceptable presentation of action research in
an approved venue.
3. Achieve a minimum 3.0 GPA overall and in
program course work.
4.
Rationale for the proposed program change:
The current requirement (i.e., Except for TCHL 520 and 560, which should be taken
toward the end of their program, candidates may only complete 6 hours in their
Specialization Component before they have taken all TCHL course…) is difficult to
implement because we cannot offer enough sections of the TCHL courses to
accommodate students, which leaves students without courses to take if they are required
to wait for TCHL courses in the Professional Education Component to become available.
In addition, students with transfer hours that count in the Specialization Component (e.g.,
Gifted Cohorts) cannot be in compliance with this requirement even when first accepted
into the program.
5.
Proposed term for implementation and special provisions (if applicable): Spring
2012.
6.
Dates of prior committee approvals:
School of Teacher Education
September 9, 2011
CEBS Curriculum Committee
October 4, 2011
Professional Education Council
Graduate Council
__________________
University Senate
___________________
Attachment: Program Inventory Form
Proposal Date: 09/01/2011
College of Education and Behavioral Sciences
School of Teacher Education
Proposal to Revise a Program
(Action Item)
Contact Person: Rebecca Stobaugh, Rebecca.stobaugh@wku.edu, 745-4497
1.
Identification of program:
1.1
Current program reference number: #0435
1.2
Current program title: MAE SecEd for TL
1.3
Credit hours: 30-37
2.
Identification of the proposed program changes:
This revision (found in the Mid-Point Assessment Requirements section) allows students
to take Specialization Component courses earlier in their program.
3.
Detailed program description:
Current Program
Proposed Program
This program is designed to develop Teacher Leaders
who can positively impact student learning in their
classrooms and schools. Courses and experiences
include Professional Learning Communities in which
students interact with other graduate students from
various content areas and grade levels to discuss and
work on real world challenges and promising practices
they encounter in schools.
This program is designed to develop Teacher Leaders who
can positively impact student learning in their classrooms
and schools. Courses and experiences include Professional
Learning Communities in which students interact with
other graduate students from various content areas and
grade levels to discuss and work on real world challenges
and promising practices they encounter in schools.
The program is divided into two instructional
components. The first component, Professional
Education, provides advanced level pedagogy,
leadership, and content related to Kentucky Teacher
Standards and applicable to all P-12 teachers working
in the wide gamut of developmental levels and content
areas.
The second component, Specialization, directs the
candidate into an individual program in content,
pedagogy, and/or areas of professional growth
concurrent with the goals of each candidate.
An Action Research Project for Teacher Leaders
focusing on a classroom, school, or district issue is the
capstone for the completion of the program.
During the first course in the program, TCHL 500
Foundations of Teacher Leadership, students will
complete an assessment process that will be used in
The program is divided into two instructional components.
The first component, Professional Education, provides
advanced level pedagogy, leadership, and content related
to Kentucky Teacher Standards and applicable to all P-12
teachers working in the wide gamut of developmental
levels and content areas.
The second component, Specialization, directs the
candidate into an individual program in content, pedagogy,
and/or areas of professional growth concurrent with the
goals of each candidate.
An Action Research Project for Teacher Leaders focusing
on a classroom, school, or district issue is the capstone for
the completion of the program.
During the first course in the program, TCHL 500
Foundations of Teacher Leadership, students will
complete an assessment process that will be used in
determining which TCHL core courses they must take (see
Important Note below). All students must either complete
determining which TCHL core courses they must take
(see Important Note below). All students must either
complete TCHL 540, 544, 548, 550, 554, and 558 or
pass proficiency evaluations for these courses. TCHL
500, 530, and 560 (or discipline-specific action
research course) are required for all students, and
there are no proficiency evaluations that may be
substituted for these courses.
Students must complete either a major or a minor in
secondary education, and they typically complete a
major or a minor in their respective certification
disciplines. The following majors are permitted: art,
biology, chemistry, history, music, and secondary
education.
This program permits minors in the following areas:
agriculture, art, biology, business and marketing
education, chemistry, earth and space science,
English, family and consumer science, French,
German, health, history, technology education,
mathematics, physical education, physics, secondary
education, and Spanish. The program may also be
planned to include a certification endorsement for
gifted education, English as a second language,
environmental education, instructional computer
technology, or other approved endorsements. This
program requires 30-37 hours.
Admission Requirements: (Criteria vary, depending
on the student’s undergraduate institution and
GPA):
1. WKU Graduate: Automatic Admission
No qualifying GRE/GAP** score will be required
for graduates of the WKU B.S. in Secondary
Education program, as long as they have or are
eligible for a teaching certificate for Secondary
Education (Grades 8-12, 5-12, or P-12). A copy
of the certificate or statement of eligibility must
be submitted with the application.
2. Graduate of a Kentucky Higher Education
Institute other than WKU:
Applicants with undergraduate degrees from
Kentucky higher education accredited universities
must have a 2.75 GPA for all previous
undergraduate coursework and a 3.0 GPA for
previous graduate coursework or qualifying
GAP/GRE** scores and must have or be eligible
for a teaching certificate* for Secondary (Grades 812, 5-12, or P-12). A copy of the certificate or
statement of eligibility must be submitted with the
application.
3. Graduate of an Out-of-State Institution of
TCHL 540, 544, 548, 550, 554, and 558 or pass
proficiency evaluations for these courses. TCHL 500, 530,
and 560 (or discipline-specific action research course) are
required for all students, and there are no proficiency
evaluations that may be substituted for these courses.
Students must complete either a major or a minor in
secondary education, and they typically complete a major
or a minor in their respective certification disciplines. The
following majors are permitted: art, biology, chemistry,
history, music, and secondary education.
This program permits minors in the following areas:
agriculture, art, biology, business and marketing education,
chemistry, earth and space science, English, family and
consumer science, French, German, health, history,
technology education, mathematics, physical education,
physics, secondary education, and Spanish. The program
may also be planned to include a certification endorsement
for gifted education, English as a second language,
environmental education, instructional computer
technology, or other approved endorsements. This program
requires 30-37 hours.
Admission Requirements: (Criteria vary, depending on the
student’s undergraduate institution and GPA):
1. WKU Graduate: Admission
Applicants who are alumni of WKU teacher
preparation programs must submit a current, valid
teaching certificate or Statement of Eligibility* for
Secondary (Grades 8-12, 5-12, or P-12).
2. Graduate of a Kentucky Higher Education Institute
other than WKU:
Applicants with undergraduate degrees from Kentucky
higher education accredited universities must have a
2.75 GPA for all previous undergraduate coursework
and a 3.0 GPA for previous graduate coursework or
qualifying GAP/GRE** scores and must have or be
eligible for a teaching certificate* for Secondary
(Grades 8-12, 5-12, or P-12). A copy of the certificate
or statement of eligibility must be submitted with the
application.
3. Graduate of an Out-of-State Institution of Higher
Education
Applicants with undergraduate degrees from all other
higher education accredited universities must have a
2.75 GPA for all previous undergraduate coursework
and a 3.0 GPA for previous graduate coursework or
qualifying GRE/GAP** scores and must have or be
eligible for a teaching certificate* for Secondary
(Grades 8-12, 5-12, or P-12). A copy of the certificate
or statement of eligibility must be submitted with the
application.
Higher Education
Applicants with undergraduate degrees from all
other higher education accredited universities must
have a 2.75 GPA for all previous undergraduate
coursework and a 3.0 GPA for previous graduate
coursework or qualifying GRE/GAP** scores and
must have or be eligible for a teaching certificate*
for Secondary (Grades 8-12, 5-12, or P-12). A
copy of the certificate or statement of eligibility
must be submitted with the application.
*Kentucky applicants whose certificates have expired
may be admitted, but they may enroll for only six
hours before they must apply to the Kentucky
Education Professional Standards Board for re-issued
certificates. After completion of six hours, a student
admitted with an expired certificate must submit a
copy of the re-issued certificate before being allowed
to register for any additional courses. Applicants from
out-of-state with expired certificates must complete
the requirements for their respective states to renew
their certificates and submit a copy of the reissued
certificate.
**Qualifying GAP Score: 2200 or higher (GRE score
multiplied by the undergraduate GPA for a score) and
a GRE Analytical Writing score of 3.5 or higher
Important Note: While enrolled in TCHL 500,
master’s candidates will use several documents,
including their KTIP assessments or in-kind examples,
dispositions self-surveys, referrals from school
personnel, and their respective School Improvement
Plan, to develop with their respective program
advisors individualized programs of study of 30-31
hours related to Kentucky Teacher Standards and
professional goals. Each student’s program of study
will include some or all of the TCHL courses, plus
additional education-related or content courses.
Courses in boldface are required.
Secondary Education Major
Professional Education Core—9-16 hours
TCHL 500 – Foundations of Teacher Leadership (3
hours)
TCHL 530 – Curriculum Development (3 hours)
TCHL 540 – Classroom Instruction: Instructional
Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable School
and Community Partnerships (1 hour)
*Kentucky applicants whose certificates have expired may
be admitted, but they may enroll for only six hours before
they must apply to the Kentucky Education Professional
Standards Board for re-issued certificates. After
completion of six hours, a student admitted with an
expired certificate must submit a copy of the re-issued
certificate before being allowed to register for any
additional courses. Applicants from out-of-state with
expired certificates must complete the requirements for
their respective states to renew their certificates and submit
a copy of the reissued certificate.
**Qualifying GAP Score: 2200 or higher (GRE score
multiplied by the undergraduate GPA for a score) and a
GRE Analytical Writing score of 3.5 or higher
Important Note: While enrolled in TCHL 500, master’s
candidates will use several documents, including their
KTIP assessments or in-kind examples, dispositions selfsurveys, referrals from school personnel, and their
respective School Improvement Plan, to develop with their
respective program advisors individualized programs of
study of 30-31 hours related to Kentucky Teacher
Standards and professional goals. Each student’s program
of study will include some or all of the TCHL courses,
plus additional education-related or content courses.
Courses in boldface are required.
Secondary Education Major
Professional Education Core—9-16 hours
TCHL 500 – Foundations of Teacher Leadership (3
hours)
TCHL 530 – Curriculum Development (3 hours)
TCHL 540 – Classroom Instruction: Instructional
Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable School and
Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing the
Learning Environment (1 hour)
TCHL 550 – Student Assessment I: Fundamentals of
Student Assessment (1 hour)
TCHL 554 – Student Assessment II: Standardized Testing
(1 hour)
TCHL 558 – Student Assessment III: Classroom Tests and
Instruments (2 hours)
TCHL 560 – Action Research Capstone for Teacher
Leaders (3 hours) or discipline-specific action research
course
TCHL 548 – Classroom Instruction: Managing the
Learning Environment (1 hour)
TCHL 550 – Student Assessment I: Fundamentals of
Student Assessment (1 hour)
TCHL 554 – Student Assessment II: Standardized
Testing (1 hour)
TCHL 558 – Student Assessment III: Classroom Tests
and Instruments (2 hours)
TCHL 560 – Action Research Capstone for
Teacher Leaders (3 hours) or discipline-specific
action research course
Other Education Courses—3-9 hours
TCHL 520 – Principles of Action Research for
Teacher Leaders (3 hours)
Other advisor-approved education electives
Specialization Component—12 hours
Required: 3 hours
Advisor-approved content-specific course
Electives: 9 hours
With advisor approval, students may select
appropriate elective courses from:
• the discipline in which the student is certified;
• academic disciplines related to P-12 common core
standards;
• CEBS content courses in exceptional education,
interdisciplinary early childhood education,
library media education, literacy, or psychology;
• approved endorsements (e.g., English as a Second
Language, Gifted and Talented Education,
Environmental Education, Instructional Computer
Technology); and
• courses identified as prerequisites for
Instructional Leader programs.
Total Program Hours: 30-37
Secondary Education Minors
Content Area Specialization Component --18
hours
Contact advisor in major area for program
information.
For the minor in Secondary Education students must
complete a total of at least 12 hours in education
course work, including the following:
Professional Education Core—9-16 hours
TCHL 500 – Foundations of Teacher Leadership (3
Other Education Courses—3-9 hours
TCHL 520 – Principles of Action Research for Teacher
Leaders (3 hours)
Other advisor-approved education electives
Specialization Component—12 hours
Required: 3 hours
Advisor-approved content-specific course
Electives: 9 hours
With advisor approval, students may select appropriate
elective courses from:
• the discipline in which the student is certified;
• academic disciplines related to P-12 common core
standards;
• CEBS content courses in exceptional education,
interdisciplinary early childhood education, library
media education, literacy, or psychology;
• approved endorsements (e.g., English as a Second
Language, Gifted and Talented Education,
Environmental Education, Instructional Computer
Technology); and
• courses identified as prerequisites for Instructional
Leader programs.
Total Program Hours: 30-37
Secondary Education Minors
Content Area Specialization Component --18
hours
Contact advisor in major area for program information.
For the minor in Secondary Education students must
complete a total of at least 12 hours in education course
work, including the following:
Professional Education Core—9-16 hours
TCHL 500 – Foundations of Teacher Leadership (3
hours)
TCHL 530 – Curriculum Development (3 hours)
TCHL 540 – Classroom Instruction: Instructional
Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable School and
Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing the
Learning Environment (1 hour)
TCHL 550 – Student Assessment I: Fundamentals of
Student Assessment (1 hour)
TCHL 554 – Student Assessment II: Standardized Testing
(1 hour)
TCHL 558 – Student Assessment III: Classroom Tests and
hours)
TCHL 530 – Curriculum Development (3 hours)
TCHL 540 – Classroom Instruction: Instructional
Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable School
and Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing the
Learning Environment (1 hour)
TCHL 550 – Student Assessment I: Fundamentals of
Student Assessment (1 hour)
TCHL 554 – Student Assessment II: Standardized
Testing (1 hour)
TCHL 558 – Student Assessment III: Classroom Tests
and Instruments (2 hours)
TCHL 560 – Action Research Capstone for
Teacher Leaders (3 hours)
Education Electives—0-3 hours
Students who successfully complete the proficiency
examinations for TCHL 540, TCHL 544, TCHL 548,
TCHL 550, TCHL 554, and/or TCHL 558 may
substitute another education course with advisor
approval. TCHL 520 Principles of Action Research
for Teacher Leaders is strongly recommended.
Total Program Hours: 30-37
Mid-Point Assessment Requirements:
To ensure that all students are proficient on Advanced
Level Kentucky Teacher Standards, all Critical
Performances associated with the above TCHL
courses must be completed, even if a candidate’s
program of studies does not include the courses.
Except for TCHL 560, which should be taken toward
the end of their program, students may complete no
more than 6 hours in their Specialization Component
before they have taken all TCHL courses and/or
uploaded all Critical Performances and have achieved
an average score of 3.0 on all performances and an
average score of 3 on dispositions. Additional course
work may be required based on the assessment results.
Program Completion Requirements:
1. Successfully complete TCHL 560 (Course
grade of C or higher) or approved discipline
specific action research course.
2. Give acceptable presentation of action
research in an approved venue.
Achieve a minimum 3.0 GPA overall and in program
course work.
Instruments (2 hours)
TCHL 560 – Action Research Capstone for Teacher
Leaders (3 hours)
Education Electives—0-3 hours
Students who successfully complete the proficiency
examinations for TCHL 540, TCHL 544, TCHL 548,
TCHL 550, TCHL 554, and/or TCHL 558 may substitute
another education course with advisor approval. TCHL
520 Principles of Action Research for Teacher Leaders is
strongly recommended.
Total Program Hours: 30-37
Mid-Point Assessment Requirements:
To ensure master's candidates are proficient on Advanced
Level Teacher Standards, it is recommended that a
majority of the Critical Performances associated with the
above TCHL courses be completed prior to the
Specialization Component. Students must achieve an
average of 3.0 on all Critical Performances and an average
score of 3 on dispositions even though a candidate's
program of studies does not include the courses.
Additional course work may be required based on the
assessment results.
Students are expected to enroll in TCHL 500 at the
beginning of their program and in TCHL 560 toward the
end, and in general, students should complete the
professional education core (the TCHL courses except
TCHL 560) as early as possible. Students should consult
with their advisors regarding the optimal sequence of
course work to meet their professional goals.
Program Completion Requirements:
1. Successfully complete TCHL 560 (Course grade
of C or higher) or approved discipline specific
action research course.
2. Give acceptable presentation of action research in
an approved venue.
3. Achieve a minimum 3.0 GPA overall and in
program course work.
4.
Rationale for the proposed program change:
The current requirement (i.e., Except for TCHL 520 and 560, which should be taken
toward the end of their program, candidates may only complete 6 hours in their
Specialization Component before they have taken all TCHL course…) is difficult to
implement because we cannot offer enough sections of the TCHL courses to
accommodate students, which leaves students without courses to take if they are required
to wait for TCHL courses in the Professional Education Component to become available.
In addition, students with transfer hours that count in the Specialization Component (e.g.,
Gifted Cohorts) cannot be in compliance with this requirement even when first accepted
into the program.
5.
Proposed term for implementation and special provisions (if applicable): Spring
2012.
6.
Dates of prior committee approvals:
School of Teacher Education
September 9, 2011
CEBS Curriculum Committee
October 4, 2011
Professional Education Council
Graduate Council
__________________
University Senate
___________________
Attachment: Program Inventory Form
Proposal Date: 9-9-11
College of Education and Behavioral Sciences
School of Teacher Education
Proposal to Revise a Program
(Action Item)
Contact Person: Dr. Lisa Murley, lisa.murley@wku.edu, 5-8822
1.
Identification of program:
1.1
Current program reference number: 0430
1.2
Current program title: Non Degree Planned Fifth Year/Rank II in Elementary Education for
Teacher Leaders
1.3
Credit hours: 32-39
2.
Identification of the proposed program changes:
Revision of Mid-Point Assessment policy. Highlighted text indicates the revision.
3.
Detailed program description:
Current Program
This program is designed to develop Teacher
Leaders who can positively impact student
learning in their classrooms and schools.
Courses and experiences include Professional
Learning Communities in which students
interact with other graduate students from
various content areas and grade levels to discuss
and work on real world challenges and
promising practices they encounter in schools.
Proposed Program
This program is designed to develop Teacher
Leaders who can positively impact student
learning in their classrooms and schools.
Courses and experiences include Professional
Learning Communities in which students
interact with other graduate students from
various content areas and grade levels to
discuss and work on real world challenges and
promising practices they encounter in schools.
The program is divided into two instructional
components. The first component, Professional
Education, provides advanced level pedagogy,
leadership, and content related to Kentucky
Teacher Standards and applicable to all P-12
teachers working in a wide gamut of
developmental levels and content areas.
The program is divided into two instructional
components. The first component, Professional
Education, provides advanced level pedagogy,
leadership, and content related to Kentucky
Teacher Standards and applicable to all P-12
teachers working in a wide gamut of
developmental levels and content areas.
The second component, Specialization, directs
the candidate into an individual program in
content, pedagogy, and/or areas of professional
growth concurrent with the goals of each
candidate.
The second component, Specialization, directs
the candidate into an individual program in
content, pedagogy, and/or areas of professional
growth concurrent with the goals of each
candidate.
An Action Research Project for Teacher
Leaders focusing on a classroom, school, or
district issue is the capstone for the completion
of the program.
An Action Research Project for Teacher
Leaders focusing on a classroom, school, or
district issue is the capstone for the completion
of the program.
During the first course in the program, TCHL
500 Foundations of Teacher Leadership,
students will complete an assessment process
that will be used in determining which TCHL
core courses they must take (see Important Note
below). All students must either complete
TCHL 540, 544, 548, 550, 554, and 558 or pass
proficiency evaluations for these courses.
TCHL 500, 520, 530, and 560 are required for
all students, and there are no proficiency
evaluations that may be substituted for these
courses.
During the first course in the program, TCHL
500 Foundations of Teacher Leadership,
students will complete an assessment process
that will be used in determining which TCHL
core courses they must take (see Important
Note below). All students must either complete
TCHL 540, 544, 548, 550, 554, and 558 or pass
proficiency evaluations for these courses.
TCHL 500, 520, 530, and 560 are required for
all students, and there are no proficiency
evaluations that may be substituted for these
courses.
Admission Requirements:
Applicants to the Non Degree Planned FifthYear/Rank II Elementary Education program
must have or be eligible for a teaching
certificate for elementary education.
Admission Requirements:
Applicants to the Non Degree Planned FifthYear/Rank II Elementary Education program
must have or be eligible for a teaching
certificate for elementary education.
*Applicants whose certificates have expired
may be admitted, but they may enroll for only
six hours before they must apply to the EPSB
for re-issued certificates. After completion of
six hours, a student admitted with an expired
certificate must submit a copy of the re-issued
certificate before being allowed to register for
any additional courses.
*Applicants whose certificates have expired
may be admitted, but they may enroll for only
six hours before they must apply to the EPSB
for re-issued certificates. After completion of
six hours, a student admitted with an expired
certificate must submit a copy of the re-issued
certificate before being allowed to register for
any additional courses.
Important Note: While enrolled in TCHL 500,
students will use several documents, including
their KTIP assessments or in-kind examples,
dispositions self-surveys, referrals from school
personnel, and their respective School
Improvement Plan, to develop with their
respective program advisors individualized
programs of study of 32 hours related to
Kentucky Teacher Standards and professional
goals. Each student’s program of study will
include some or all of the TCHL courses, plus
additional education-related or content courses.
Important Note: While enrolled in TCHL 500,
students will use several documents, including
their KTIP assessments or in-kind examples,
dispositions self-surveys, referrals from school
personnel, and their respective School
Improvement Plan, to develop with their
respective program advisors individualized
programs of study of 32 hours related to
Kentucky Teacher Standards and professional
goals. Each student’s program of study will
include some or all of the TCHL courses, plus
additional education-related or content courses.
Professional Education Component—9-16
hours
TCHL 500 – Foundations of Teacher
Leadership (3 hours)
TCHL 530 – Curriculum Development (3
hours)
TCHL 540 – Classroom Instruction:
Instructional Strategies (1 hour)
Professional Education Component—9-16
hours
TCHL 500 – Foundations of Teacher
Leadership (3 hours)
TCHL 530 – Curriculum Development (3
hours)
TCHL 540 – Classroom Instruction:
Instructional Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable
School and Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing
the Learning Environment (1 hour)
TCHL 550 – Student Assessment I:
Fundamentals of Student Assessment (1 hour)
TCHL 554 – Student Assessment II:
Standardized Testing (1 hour)
TCHL 558 – Student Assessment III:
Classroom Tests and Instruments (2 hours)
TCHL 560 – Action Research Capstone for
Teacher Leaders (3 hours)
TCHL 544 – Classroom Instruction: Equitable
School and Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing
the Learning Environment (1 hour)
TCHL 550 – Student Assessment I:
Fundamentals of Student Assessment (1 hour)
TCHL 554 – Student Assessment II:
Standardized Testing (1 hour)
TCHL 558 – Student Assessment III:
Classroom Tests and Instruments (2 hours)
TCHL 560 – Action Research Capstone for
Teacher Leaders (3 hours)
Courses in boldface are required.
Courses in boldface are required.
Mid-Point Assessment Requirements:
To ensure that all students are proficient on
Advanced Level Kentucky Teacher Standards,
all Critical Performances associated with the
above TCHL courses must be completed, even
if a candidate’s program of studies does not
include the courses. Except for TCHL 520 and
560, which should be taken toward the end of
their program, candidates may only complete 6
hours in their Specialization Component before
they have taken all TCHL courses and/or
uploaded all Critical Performances and have
achieved an average score of 3.0 on all
performances and an average score of 3 on
dispositions. Additional course work may be
required based on the assessment results.
Mid-Point Assessment Requirements:
To ensure master's candidates are proficient on
Advanced Level Teacher Standards, it is
recommended that a majority of the Critical
Performances associated with the above TCHL
courses be completed prior to the Specialization
Component. Students must achieve an average
of 3.0 on all Critical Performances and an
average score of 3 on dispositions even though
a candidate's program of studies does not
include the courses. Additional course work
may be required based on the assessment
results.
Specialization Component—16-23 hours
Required: 6 hours
TCHL 520 – Principles of Action Research
for Teacher Leaders (3 hours)
Advisor-approved content-specific course (3
hours)
Electives: 10-17 hours
With advisor approval, students may select
content electives or course work for
endorsements (e.g., English as a Second
Language, Gifted and Talented Education,
Environmental Education, and Instructional
Computer Technology or other approved
Students are expected to enroll in TCHL 500 at
the beginning of their program and in TCHL
560 toward the end, and in general, students
should complete the professional education
core (the TCHL courses except TCHL 560) as
early as possible. Students should consult with
their advisors regarding the optimal sequence
of course work to meet their professional goals.
Specialization Component—16-23 hours
Required: 6 hours
TCHL 520 – Principles of Action Research
for Teacher Leaders (3 hours)
Advisor-approved content-specific course (3
hours)
Electives: 10-17 hours
With advisor approval, students may select
endorsements).
Total Program Hours: 32
Program Completion Requirements:
Candidates must successfully complete TCHL
560 – Action Research Capstone for Teacher
Leaders (Course Grade of C or higher) and
present research results in an approved venue.
Candidates must achieve a minimum 2.5
cumulative GPA.
content electives or course work for
endorsements (e.g., English as a Second
Language, Gifted and Talented Education,
Environmental Education, and Instructional
Computer Technology or other approved
endorsements).
Total Program Hours: 32
Program Completion Requirements:
Candidates must successfully complete TCHL
560 – Action Research Capstone for Teacher
Leaders (Course Grade of C or higher) and
present research results in an approved venue.
Candidates must achieve a minimum 2.5
cumulative GPA.
4.
Rationale for the proposed program change:
Since beginning implementation of this program, it has become clear that the midpoint
assessment should be revised based upon feedback from advisors and students. Specifically,
we cannot offer enough sections of the TCHL courses to accommodate students, which leave
students without courses to take if they are required to wait for TCHL courses in the
Professional Education Component to become available. In addition, students with transfer
hours that count in the Specialization Component (e.g., Gifted Cohorts) cannot be in
compliance with this requirement even when first accepted into the program.
Therefore, the current requirement which reads “Except for TCHL 520 and 560, which should
be taken toward the end of their program, candidates may only complete 6 hours in their
Specialization Component before they have taken all TCHL courses…” is difficult to
implement.
5.
Proposed term for implementation and special provisions (if applicable): Spring 2012
6.
Dates of prior committee approvals:
School of Teacher Education
09/09/2011
CEBS Curriculum Committee
10/04/2011
Professional Education Council
__________________
Graduate Council
__________________
University Senate
__________________
Attachment: Program Inventory Form
Proposal Date: 09/01/2011
College of Education and Behavioral Sciences
School of Teacher Education
Proposal to Revise a Program
(Action Item)
Contact Person: Rebecca Stobaugh, Rebecca.stobaugh@wku.edu, 745-4497
1.
Identification of program:
1.1
Current program reference number: #0431
1.2
Current program title: MGE Teacher Leader Rank II
1.3
Credit hours: 32-39
2.
Identification of the proposed program changes:
This revision (found in the Mid-Point Assessment Requirements section) allows students
to take Specialization Component courses earlier in their program.
3.
Detailed program description:
Current Program
Proposed Program
This program is designed to develop Teacher Leaders
who can positively impact student learning in their
classrooms and schools. Courses and experiences
include Professional Learning Communities in which
students interact with other graduate students from
various content areas and grade levels to discuss and
work on real world challenges and promising practices
they encounter in schools.
This program is designed to develop Teacher Leaders who
can positively impact student learning in their classrooms
and schools. Courses and experiences include Professional
Learning Communities in which students interact with
other graduate students from various content areas and
grade levels to discuss and work on real world challenges
and promising practices they encounter in schools.
The program is divided into two instructional
components. The first component, Professional
Education, provides advanced level pedagogy,
leadership, and content related to Kentucky Teacher
Standards and applicable to all P-12 teachers working
in the wide gamut of developmental levels and content
areas.
The second component, Specialization, directs the
candidate into an individual program in content,
pedagogy, and/or areas of professional growth
concurrent with the goals of each candidate.
An Action Research Project for Teacher Leaders,
focusing on a classroom, school, or district issue, is
the capstone for the completion of the program.
During the first course in the program, TCHL 500
Foundations of Teacher Leadership, students will
complete an assessment process that will be used in
determining which TCHL core courses they must take
(see Important Note below). All students must either
The program is divided into two instructional components.
The first component, Professional Education, provides
advanced level pedagogy, leadership, and content related
to Kentucky Teacher Standards and applicable to all P-12
teachers working in the wide gamut of developmental
levels and content areas.
The second component, Specialization, directs the
candidate into an individual program in content, pedagogy,
and/or areas of professional growth concurrent with the
goals of each candidate.
An Action Research Project for Teacher Leaders, focusing
on a classroom, school, or district issue, is the capstone for
the completion of the program.
During the first course in the program, TCHL 500
Foundations of Teacher Leadership, students will
complete an assessment process that will be used in
determining which TCHL core courses they must take (see
Important Note below). All students must either complete
TCHL 540, 544, 548, 550, 554, and 558 or pass
proficiency evaluations for these courses. TCHL 500, 520,
complete TCHL 540, 544, 548, 550, 554, and 558 or
pass proficiency evaluations for these courses. TCHL
500, 520, 530, and 560 are required for all students,
and there are no proficiency evaluations that may be
substituted for these courses.
530, and 560 are required for all students, and there are no
proficiency evaluations that may be substituted for these
courses.
Admission Requirements:
Admission Requirements:
Applicants must have or be eligible for a teaching
certificate* for Middle Grades (Grades 5-9).
*Applicants whose certificates have expired may be
admitted, but they may enroll for only six hours before
they must apply to the EPSB for re-issued certificates.
After completion of six hours, a student admitted with
an expired certificate must submit a copy of the reissued certificate before being allowed to register for
any additional courses.
Important Note: While enrolled in TCHL 500,
students will use several documents, including their
KTIP assessments or in-kind examples, dispositions
self-surveys, referrals from school personnel, and their
respective School Improvement Plans, to develop with
their respective program advisors individualized
programs of study of 30-37 hours related to Kentucky
Teacher Standards and professional goals. Each
student’s program of study will include some or all of
the TCHL courses, plus additional education-related
or content courses.
Courses in boldface are required.
Professional Education Core—9-16 hours
TCHL 500 – Foundations of Teacher Leadership (3
hours)
TCHL 530 – Curriculum Development (3 hours)
TCHL 540 – Classroom Instruction: Instructional
Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable School
and Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing the
Learning Environment (1 hour)
TCHL 550 – Student Assessment I: Fundamentals of
Student Assessment (1 hour)
TCHL 554 – Student Assessment II: Standardized
Testing (1 hour)
TCHL 558 – Student Assessment III: Classroom Tests
and Instruments (2 hours)
TCHL 560 – Action Research Capstone for
Teacher Leaders (3 hours) or discipline-specific
action research course
Mid-Point Assessment Requirements:
Applicants must have or be eligible for a teaching
certificate* for Middle Grades (Grades 5-9).
*Applicants whose certificates have expired may be
admitted, but they may enroll for only six hours before
they must apply to the EPSB for re-issued certificates.
After completion of six hours, a student admitted with an
expired certificate must submit a copy of the re-issued
certificate before being allowed to register for any
additional courses.
Important Note: While enrolled in TCHL 500, students
will use several documents, including their KTIP
assessments or in-kind examples, dispositions self-surveys,
referrals from school personnel, and their respective
School Improvement Plans, to develop with their
respective program advisors individualized programs of
study of 30-37 hours related to Kentucky Teacher
Standards and professional goals. Each student’s program
of study will include some or all of the TCHL courses,
plus additional education-related or content courses.
Courses in boldface are required.
Professional Education Core—9-16 hours
TCHL 500 – Foundations of Teacher Leadership (3
hours)
TCHL 530 – Curriculum Development (3 hours)
TCHL 540 – Classroom Instruction: Instructional
Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable School and
Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing the
Learning Environment (1 hour)
TCHL 550 – Student Assessment I: Fundamentals of
Student Assessment (1 hour)
TCHL 554 – Student Assessment II: Standardized Testing
(1 hour)
TCHL 558 – Student Assessment III: Classroom Tests and
Instruments (2 hours)
TCHL 560 – Action Research Capstone for Teacher
Leaders (3 hours) or discipline-specific action research
course
Mid-Point Assessment Requirements:
To ensure master's candidates are proficient on Advanced
Level Teacher Standards, it is recommended that a
majority of the Critical Performances associated with the
above TCHL courses be completed prior to the
To ensure that all students are proficient on Advanced
Level Kentucky Teacher Standards, all Critical
Performances associated with the above TCHL
courses must be completed, even if a candidate’s
program of studies does not include the courses.
Except for TCHL 560, which should be taken toward
the end of their program, students may complete no
more than 6 hours in their Specialization Component
before they have taken all TCHL courses and/or
uploaded all Critical Performances and have achieved
an average score of 3.0 on all performances and an
average score of 3 on dispositions. Additional course
work may be required based on the assessment results.
Specialization Component—17-23 hours
Required: 9 hours
TCHL 520 – Principles of Action Research for
Teacher Leaders (3 hours)
Advisor-approved education course (3 hours)
Advisor-approved content-specific course (3 hours)
Specialization Component. Students must achieve an
average of 3.0 on all Critical Performances and an average
score of 3 on dispositions even though a candidate's
program of studies does not include the courses.
Additional course work may be required based on the
assessment results.
Students are expected to enroll in TCHL 500 at the
beginning of their program and in TCHL 560 toward the
end, and in general, students should complete the
professional education core (the TCHL courses except
TCHL 560) as early as possible. Students should consult
with their advisors regarding the optimal sequence of
course work to meet their professional goals.
Specialization Component—17-23 hours
Required: 9 hours
TCHL 520 – Principles of Action Research for Teacher
Leaders (3 hours)
Advisor-approved education course (3 hours)
Advisor-approved content-specific course (3 hours)
Electives: 8-14 hours
With advisor approval, students may select
appropriate elective courses from:
• the discipline in which the student is certified;
• academic disciplines related to P-12 common core
standards;
• CEBS content courses in exceptional education,
interdisciplinary early childhood education,
library media education, literacy, or psychology;
and
• approved endorsements (e.g., English as a Second
Language, Gifted and Talented Education,
Environmental Education, Instructional Computer
Technology).
Electives: 8-14 hours
With advisor approval, students may select appropriate
elective courses from:
• the discipline in which the student is certified;
• academic disciplines related to P-12 common core
standards;
• CEBS content courses in exceptional education,
interdisciplinary early childhood education, library
media education, literacy, or psychology; and
• approved endorsements (e.g., English as a Second
Language, Gifted and Talented Education,
Environmental Education, Instructional Computer
Technology).
Total Program Hours: 32-39
Program Completion Requirements:
1. Successfully complete TCHL 560 (Course
grade of C or higher).
2. Give acceptable presentation of action
research in an approved venue.
3. Achieve a minimum 2.5 GPA in course work.
Total Program Hours: 32-39
Program Completion Requirements:
1. Successfully complete TCHL 560 (Course grade
of C or higher).
2. Give acceptable presentation of action research in
an approved venue.
3. Achieve a minimum 2.5 GPA in course work.
4.
Rationale for the proposed program change:
The current requirement (i.e., Except for TCHL 520 and 560, which should be taken toward the
end of their program, candidates may only complete 6 hours in their Specialization Component
before they have taken all TCHL course…) is difficult to implement because we cannot offer
enough sections of the TCHL courses to accommodate students, which leaves students without
courses to take if they are required to wait for TCHL courses in the Professional Education
Component to become available.
In addition, students with transfer hours that count in the Specialization Component (e.g., Gifted
Cohorts) cannot be in compliance with this requirement even when first accepted into the
program.
5.
Proposed term for implementation and special provisions (if applicable): Spring
2012.
6.
Dates of prior committee approvals:
School of Teacher Education
September 9, 2011
CEBS Curriculum Committee
October 4, 2011
Professional Education Council
Graduate Council (for information)
__________________
University Senate (for information)
___________________
Attachment: Program Inventory Form
Proposal Date: 09/01/2011
College of Education and Behavioral Sciences
School of Teacher Education
Proposal to Revise a Program
(Action Item)
Contact Person: Rebecca Stobaugh, Rebecca.stobaugh@wku.edu, 745-4497
1.
Identification of program:
1.1
Current program reference number: #0432
1.2
Current program title: SEC Teacher Leader Rank II
1.3
Credit hours: 32-39
2.
Identification of the proposed program changes:
This revision (found in the Mid-Point Assessment Requirements section) allows students
to take Specialization Component courses earlier in their program.
3.
Detailed program description:
Current Program
Proposed Program
This program is designed to develop Teacher Leaders
who can positively impact student learning in their
classrooms and schools. Courses and experiences
include Professional Learning Communities in which
students interact with other graduate students from
various content areas and grade levels to discuss and
work on real world challenges and promising practices
they encounter in schools.
This program is designed to develop Teacher Leaders who
can positively impact student learning in their classrooms
and schools. Courses and experiences include Professional
Learning Communities in which students interact with
other graduate students from various content areas and
grade levels to discuss and work on real world challenges
and promising practices they encounter in schools.
The program is divided into two instructional
components. The first component, Professional
Education, provides advanced level pedagogy,
leadership, and content related to Kentucky Teacher
Standards and applicable to all P-12 teachers working
in the wide gamut of developmental levels and content
areas.
The second component, Specialization, directs the
candidate into an individual program in content,
pedagogy, and/or areas of professional growth
concurrent with the goals of each candidate.
An Action Research Project for Teacher Leaders
focusing on a classroom, school, or district issue is the
capstone for the completion of the program.
During the first course in the program, TCHL 500
Foundations of Teacher Leadership, students will
complete an assessment process that will be used in
The program is divided into two instructional components.
The first component, Professional Education, provides
advanced level pedagogy, leadership, and content related
to Kentucky Teacher Standards and applicable to all P-12
teachers working in the wide gamut of developmental
levels and content areas.
The second component, Specialization, directs the
candidate into an individual program in content, pedagogy,
and/or areas of professional growth concurrent with the
goals of each candidate.
An Action Research Project for Teacher Leaders focusing
on a classroom, school, or district issue is the capstone for
the completion of the program.
During the first course in the program, TCHL 500
Foundations of Teacher Leadership, students will
complete an assessment process that will be used in
determining which TCHL core courses they must take (see
Important Note below). All students must either complete
determining which TCHL core courses they must take
(see Important Note below). All students must either
complete TCHL 540, 544, 548, 550, 554, and 558 or
pass proficiency evaluations for these courses. TCHL
500, 520, 530, and 560 are required for all students,
and there are no proficiency evaluations that may be
substituted for these courses.
Admission Requirements:
Applicants must have or be eligible for a teaching
certificate* for Secondary (Grades 8-12, 5-12, or P12).
*Applicants whose certificates have expired may be
admitted, but they may enroll for only six hours before
they must apply to the EPSB for re-issued certificates.
After completion of six hours, a student admitted with
an expired certificate must submit a copy of the reissued certificate before being allowed to register for
any additional courses.
Important Note: While enrolled in TCHL 500,
students will use several documents, including their
KTIP assessments or in-kind examples, dispositions
self-surveys, referrals from school personnel, and their
respective School Improvement Plans, to develop with
their respective program advisors individualized
programs of study of 30-37 hours related to Kentucky
Teacher Standards and professional goals. Each
student’s program of study will include some or all of
the TCHL courses, plus additional education-related
or content courses.
Courses in boldface are required.
Professional Education Core—9-16 hours
TCHL 500 – Foundations of Teacher Leadership (3
hours)
TCHL 530 – Curriculum Development (3 hours)
TCHL 540 – Classroom Instruction: Instructional
Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable School
and Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing the
Learning Environment (1 hour)
TCHL 550 – Student Assessment I: Fundamentals of
Student Assessment (1 hour)
TCHL 554 – Student Assessment II: Standardized
Testing (1 hour)
TCHL 558 – Student Assessment III: Classroom Tests
and Instruments (2 hours)
TCHL 560 – Action Research Capstone for
Teacher Leaders (3 hours) or discipline-specific
action research course
TCHL 540, 544, 548, 550, 554, and 558 or pass
proficiency evaluations for these courses. TCHL 500, 520,
530, and 560 are required for all students, and there are no
proficiency evaluations that may be substituted for these
courses.
Admission Requirements:
Applicants must have or be eligible for a teaching
certificate* for Secondary (Grades 8-12, 5-12, or P-12).
*Applicants whose certificates have expired may be
admitted, but they may enroll for only six hours before
they must apply to the EPSB for re-issued certificates.
After completion of six hours, a student admitted with an
expired certificate must submit a copy of the re-issued
certificate before being allowed to register for any
additional courses.
Important Note: While enrolled in TCHL 500, students
will use several documents, including their KTIP
assessments or in-kind examples, dispositions self-surveys,
referrals from school personnel, and their respective
School Improvement Plans, to develop with their
respective program advisors individualized programs of
study of 30-37 hours related to Kentucky Teacher
Standards and professional goals. Each student’s program
of study will include some or all of the TCHL courses,
plus additional education-related or content courses.
Courses in boldface are required.
Professional Education Core—9-16 hours
TCHL 500 – Foundations of Teacher Leadership (3
hours)
TCHL 530 – Curriculum Development (3 hours)
TCHL 540 – Classroom Instruction: Instructional
Strategies (1 hour)
TCHL 544 – Classroom Instruction: Equitable School and
Community Partnerships (1 hour)
TCHL 548 – Classroom Instruction: Managing the
Learning Environment (1 hour)
TCHL 550 – Student Assessment I: Fundamentals of
Student Assessment (1 hour)
TCHL 554 – Student Assessment II: Standardized Testing
(1 hour)
TCHL 558 – Student Assessment III: Classroom Tests and
Instruments (2 hours)
TCHL 560 – Action Research Capstone for Teacher
Leaders (3 hours) or discipline-specific action research
course
Mid-Point Assessment Requirements:
To ensure master's candidates are proficient on Advanced
Level Teacher Standards, it is recommended that a
majority of the Critical Performances associated with the
above TCHL courses be completed prior to the
Mid-Point Assessment Requirements:
To ensure that all students are proficient on Advanced
Level Kentucky Teacher Standards, all Critical
Performances associated with the above TCHL
courses must be completed, even if a candidate’s
program of studies does not include the courses.
Except for TCHL 560, which should be taken toward
the end of their program, students may complete no
more than 6 hours in their Specialization Component
before they have taken all TCHL courses and/or
uploaded all Critical Performances and have achieved
an average score of 3.0 on all performances and an
average score of 3 on dispositions. Additional course
work may be required based on the assessment results.
Specialization Component. Students must achieve an
average of 3.0 on all Critical Performances and an average
score of 3 on dispositions even though a candidate's
program of studies does not include the courses.
Additional course work may be required based on the
assessment results.
Specialization Component—17-23 hours
Required: 6 hours
TCHL 520 – Principles of Action Research for
Teacher Leaders (3 hours)
Advisor-approved content-specific course (3 hours)
Specialization Component—17-23 hours
Required: 6 hours
TCHL 520 – Principles of Action Research for Teacher
Leaders (3 hours)
Advisor-approved content-specific course (3 hours)
Electives: 11-17 hours
With advisor approval, students may select
appropriate elective courses from:
• the discipline in which the student is certified;
• academic disciplines related to P-12 common core
standards;
• CEBS content courses in exceptional education,
interdisciplinary early childhood education,
library media education, literacy, or psychology;
and
• approved endorsements (e.g., English as a Second
Language, Gifted and Talented Education,
Environmental Education, Instructional Computer
Technology).
Electives: 11-17 hours
With advisor approval, students may select appropriate
elective courses from:
• the discipline in which the student is certified;
• academic disciplines related to P-12 common core
standards;
• CEBS content courses in exceptional education,
interdisciplinary early childhood education, library
media education, literacy, or psychology; and
• approved endorsements (e.g., English as a Second
Language, Gifted and Talented Education,
Environmental Education, Instructional Computer
Technology).
Students are expected to enroll in TCHL 500 at the
beginning of their program and in TCHL 560 toward the
end, and in general, students should complete the
professional education core (the TCHL courses except
TCHL 560) as early as possible. Students should consult
with their advisors regarding the optimal sequence of
course work to meet their professional goals.
Total Program Hours: 32-39
Total Program Hours: 32-39
Program Completion Requirements:
1. Successfully complete TCHL 560 (Course
grade of C or higher).
2. Give acceptable presentation of action
research in an approved venue.
Achieve a minimum 2.5 GPA in course work.
4.
Program Completion Requirements:
1. Successfully complete TCHL 560 (Course grade
of C or higher).
2. Give acceptable presentation of action research in
an approved venue.
3. Achieve a minimum 2.5 GPA in course work.
Rationale for the proposed program change:
The current requirement (i.e., Except for TCHL 520 and 560, which should be taken
toward the end of their program, candidates may only complete 6 hours in their
Specialization Component before they have taken all TCHL course…) is difficult to
implement because we cannot offer enough sections of the TCHL courses to
accommodate students, which leaves students without courses to take if they are required
to wait for TCHL courses in the Professional Education Component to become available.
In addition, students with transfer hours that count in the Specialization Component (e.g.,
Gifted Cohorts) cannot be in compliance with this requirement even when first accepted
into the program.
5.
Proposed term for implementation and special provisions (if applicable): Spring
2012.
6.
Dates of prior committee approvals:
School of Teacher Education
September 9, 2011
CEBS Curriculum Committee
October 4, 2011
Professional Education Council
Graduate Council (for information)
__________________
University Senate (for information)
___________________
Attachment: Program Inventory Form
Proposal Date: 09/11/2011
College of Education and Behavioral Sciences
Educational Leadership Doctoral (EDD) Program
Proposal to Create a Temporary Course
(Information Item)
Contact Person: Tony Norman, tony.norman@wku.edu, 745-3021
1. Identification of proposed course:
1.1 Course prefix (subject area) and number: EDLD 702
1.2 Course title: Educational Leadership Doctoral Program Orientation
1.3 Abbreviated course title: Ed Lead Doc Prog Orientation
1.4 Credit hours: 3
1.5 Type of course: Seminar
1.6 Prerequisites/corequisites: Prerequisites: Admission to EdD program.
1.7 Course description: An introduction to key concepts of educational leadership and research
with emphasis on foundational knowledge and skill development, as well as program,
research, and professional development planning.
2. Rationale
2.1 Reason for offering this course on a temporary basis: A proposal to create a permanent
version of the proposed course is in process, but until that proposal has completed the
approval process, a temporary course is needed to accommodate doctoral students who will
need this in place for Spring 2012. The proposed course will replace the current EDLD 700
- Orientation to Doctoral Studies course. Having now worked with several students
through the program process, the faculty have a clearer idea of what sequence of content
and skills EdD students needs to be successful. Faculty have determined that EDLD 700
does not warrant the 6 hour designation. Moving the new orientation course to 3 hours
allows students an additional 3 hours to apply toward more content focused coursework.
3. Description of proposed course
3.1 Course content outline: Topics will include the following:
• Introduction to the educational leadership doctoral program
• Leadership and team-building exercises and assessments with an emphasis on
program planning and career development
• Introduction to key figures and concepts related to the development of the American
education system and educational and organizational leadership
• Discussion of purposes for and differences between quantitative research and
qualitative research
• Development of foundational skills related to critical reading and thinking, analysis
and inquiry, and scholarly writing
• Introduction to library resources and statistical software
3.2 Tentative text(s):
Slavin, R. E. (2007). Educational research in an age of accountability. Boston:
Pearson.
Bolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice, and
leadership (4th edition). San Francisco: Jossey-Bass.
4. Second offering of a temporary course (if applicable): Not applicable
4.1 Reason for offering this course a second time on a temporary basis:
4.2 Term course was first offered:
4.3 Enrollment in first offering:
5. Term of Implementation: Spring 2012
6. Dates of review/approvals:
EDD Leadership Council
__5/6/2011___
Educational Administration, Leadership, & Research
_8/18/2011___
CEBS Dean
__9/27/2011__
Graduate Council
____________
Provost
____________
Attachment: Course Inventory Form
Proposal Date: 04/05/2011
College of Education and Behavioral Sciences
Educational Leadership Doctoral (EDD) Program
Proposal to Create a Temporary Course
(Information Item)
Contact Person: Tony Norman, tony.norman@wku.edu, 745-3061
1. Identification of proposed course
1.1
1.2
1.3
1.4
1.5
1.6
1.7
Course prefix (subject area) and number: EDLD 722
Course title: Measurement and Survey Methods for Educational Leaders
Abbreviated course title: Survey Methods for Ed Ldrs
Credit hours: 3
Type of course: Lecture
Prerequisites: EDLD 712
Course description: Examination of psychometric properties of measurement
instruments used in leadership research; data collection and analysis methods used in
survey research; issues related to validity, reliability, and fairness; approaches to
evaluate the desired properties of research tools; and quantitative data analysis.
2. Rationale
2.1
Reason for offering this course on a temporary basis: A proposal to create a permanent
version of the proposed course is in process, but until that proposal has completed the
approval process, a temporary course is needed to accommodate doctoral students who
will need this in place for spring 2012. The proposed permanent version will replace the
current EDLD 721- Measurement and Validity in Leadership Research course.
Because the faculty are making similar changes to the scope and sequence of the other
EDLD research courses (711 and 731), it makes more sense to develop a new course
rather than modify an existing one. This also mitigates confusion that would arise in
keeping track of whether students have completed the original or revised version of
EDLD 721. The new version course will introduce doctoral students to research methods
focusing on measurement and survey procedures. In particular, the course will build on
students’ knowledge and understanding of research formats using quantitative designs.
Students will acquire and development fundamental concepts and skills necessary for
leadership research involving assessment tools. Principles of sampling design,
administration procedures, and methods of data collection and analysis with survey data
will also be covered.
3. Description of proposed course
3.1
Course content outline: Topics will include the following:
•
•
•
•
•
•
Problem Formation in Research
Design and Development of Instruments
Principles of Test Development
Use of Standardized Achievement Tests
Sources of Validity Evidence
Concepts and Estimation of Reliability
•
•
•
•
•
•
•
3.2
Bias and Fairness Issues in Measurement Procedure
Survey Design and Administration
Sampling Design and Data Collection in Survey Research
Methods for Quantitative Studies
Univariate and Multivariate Analyses
Reporting Results using APA Guidelines
Interpretation and Discussion of Results
Tentative text(s):
Popham, W. J. (2000). Modern educational measurement: practical guidelines for
educational leaders (3rd ed.). Needham: Allyn & Bacon.
Fowler, F.J., Jr. (2009). Survey research methods (4th ed.). Thousand Oaks, CA: Sage.
Wiersma, W., & Jurs, S. G. (2009). Research Methods in Education: An Introduction
(9th ed.). Boston: Allyn & Bacon.
American Educational Research Association, American Psychological Association, &
National Council on Measurement in Education. (1999). Standards for educational
and psychological testing. Washington, DC: American Educational Research
Association.
American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: American Psychological
Association.
4. Second offering of a temporary course (if applicable):
4.1
Reason for offering this course a second time on a temporary basis:
4.2
Term course was first offered:
4.3
Enrollment in first offering:
5. Term of Implementation: Spring 2012
6. Dates of review/approvals:
EDD Leadership Council
__3-4-2011_________
Educational Administration, Leadership, & Research
__5-10-2011________
CEBS Dean
_____9-27-11_______
Graduate Council
__________________
Provost
__________________
Attachment: Course Inventory Form
Information Item
MEMO TO:
Curriculum Committees
FROM:
Retta E. Poe, Assistant to the Dean, CEBS
DATE:
09/27/11
SUBJECT:
Clarification of certification codes for teacher education undergraduate programs
Following a review of the certification codes and concentrations attached to undergraduate programs in
teacher education, the faculty in the School of Teacher Education determined that several changes are
needed. Accordingly, the following changes are requested:
Ref.#
527
Program title
Elementary
Education
927
Post-Baccalaureate
Cert - Early Elem
Grades (K-4) Cert
979
980
Post-Baccalaureate
Cert – Middle
Grades Cert
Post-Baccalaureate
Cert – Secondary
Cert
Change needed
Rationale
Delete: KE72 (Computer Science Endorsement).
•
•
Change concentration code title to: Early Elem
Grades (P-5);
Delete: KE37 (Gifted Education Endorsement) and
KE72 (Computer Science Endorsement)
Delete: KE37 (Gifted Education Endorsement) and KE72
(Computer Science Endorsement)
•
•
Delete: KE37 (Gifted Education Endorsement) and
KE72 (Computer Science Endorsement)
Change endorsement code titles: KIN is now
Career/Technical Education-Occupation Based; KTE is
now Engineering and Technology
This endorsement may no
longer be attained in this
program.
• The state has changed the
elementary education
certification to P-5 instead
of K-4.
• These endorsements may
no longer be attained in
this program.
These endorsements may no
longer be attained in this
program.
•
•
These endorsements may
no longer be attained in
this program.
The state has changed the
titles of these
endorsements.
CEBS Curriculum Committee
____________________
Professional Education Council
____________________
Undergraduate Curriculum Committee
____________________
University Senate
____________________
Information Item
MEMO TO:
Curriculum Committees
FROM:
Retta E. Poe, Assistant to the Dean, CEBS
DATE:
09/27/11
SUBJECT:
Clarification of certification codes for teacher education graduate programs
Following a review of the certification codes and concentrations attached to graduate programs in teacher
education, the faculty in the School of Teacher Education determined that several changes are needed.
Accordingly, the following changes are requested:
Ref.#
0429
Program title
Library Media Ed –
Rank I
0430
Elem. Ed. for
Teacher Leaders –
Rank II
0433
MAE: Elementary
Education for
Teacher Leaders
Elementary
Education EdS
118
Change needed
Rationale
Add: KE36 (ESL endorsement), KE37 (Gifted Ed
endorsement), KEV (Environmental Ed endorsement), KCT
Ky. Computer Technology endorsement), LMLM (Library
Media), KML (School Media Librarian)
Delete: KAR (Art), KFR (French), KGR (German), KHE
(Health Ed), KMU (Music Ed), KPE (Physical Education),
KSP (Spanish)
Add: KEM (Elementary Math Specialist)
Program was recently created
and now needs to have the
proper codes attached.
Add: KEM (Elementary Math Specialist)
Add: KCT (Kentucky Computer Technology), KE36 (ESL
Endorsement), KE37 Gifted Education Endorsement, KEV
(Environmental Education), KEM (Elementary Math
Specialist)
Add: KCT (Kentucky Computer Technology), KE36 (ESL
Endorsement), KE37 Gifted Education Endorsement, KEV
(Environmental Education)
Delete: KAG (Agriculture), KBU (Business/Marketing Ed),
KFA (Family/Consumer Sciences), KIT (Industrial Sciences)
119
Secondary
Education EdS
0431
MGE for Teacher
Leaders – Rank II
0437
MAE: Special
Education, LBD
Delete: LBLB (Advanced LBD certification)
0438
MAE: Special
Education, MSD
083
MS: Library Media
Education
Delete: MSDL (MSD/prior certification in LBD), MSDM
(MSD/prior certification in MSD), MSDO (MSD/prior
certification other)
Delete: KE36 (ESL endorsement), KE37 (Gifted Ed
endorsement), KEV (Environmental Ed endorsement),
TCHR (Teacher Education)
084
Elem. Education –
Rank I
•
•
132
Certification-only,
•
Delete: KAR (Art), KFR (French), KGR (German),
KHE (Health Ed), KMU (Music Ed), KPE (Physical
Education), KSP (Spanish)
Add: KEM (Elementary Math Specialist)
Delete: KE72 (Computer Science endorsement), KE84
(Driver’s Education endorsement), KLB (Learning &
•
These endorsements may
no longer be attained in
this program.
• This is a new
endorsement recently
approved by the state.
This is a new endorsement
recently approved by the state.
These endorsements may all
be attained as part of this
program.
These endorsements may all
be attained as part of this
program.
These endorsements may no
longer be attained in this
program.
This concentration was
eliminated in the most recent
program revision.
These concentrations were
eliminated in the most recent
program revision.
The first three endorsements
may no longer be attained in
this program. The fourth code
is redundant and not needed.
• These endorsements may
no longer be attained in
this program.
• This is a new
endorsement recently
approved by the state.
• These endorsements may
no longer be attained in
Teacher Education
•
158
MGE – Rank I
Behavior Disorder), KMS (Moderate/Severe
Disabilities)
Add: KEM (Elementary Math Specialist)
Delete: KBU (Business/Marketing Ed), KFA
(Family/Consumer Sciences), KIT (Industrial Sciences)
this program.
This is a new
endorsement recently
approved by the state.
These endorsements may no
longer be attained in this
program.
•
CEBS Curriculum Committee
____________________
Professional Education Council
____________________
Graduate Council
____________________
University Senate
____________________